Hamilton: greater focus to 3rd kindergarten teachers study. University of Waikato. mathematics in everyday regarded mathematics as routines and activities and planned activity rather than explore mathematical ongoing. opportunities, constructed resources and worked with children. Teachers in fourth kindergarten continued the usual programme. Watters, J. J., Diezmann, C. 700 early childhood Orientation phase Survey completed by 192 Teachers adopted Need for background – M., Grieshaber, S. J., & teachers in Queensland. background , curriculum participants. approach in beliefs information on topics, Davis, J. M. (2001). policy and science about teaching science, information on Enhancing science initiatives discussed. personal understanding implementing, planning education for young Resource kit video and enhanced and aligned with and assessing lessons children: a contemporary manual displayed. pedagogic understanding, sought, information on how initiative. understanding of learning to teach science in Australian Engagement Group – in science developed, sought, need to Journal of Early exploration and discussion 1-7. gained knowledge of integrate science with other Childhood, 26(2), on science topics (45 classroom strategies to areas. minutes on each topic). teach science, valued Explored resources related investigative methods, to topic and suggested developed strategies to ways to extend children’s organise and manage thinking. resources. Reflection phase – strategies reviewed and concerns discussed. Fleer, M. (1996b). Fusing Teachers in an Australian 5 units with scientific focus Implementation of Children ask more Need to examine teaching the boundaries between childcare centre on solids, liquids and gases; programme videotaped. scientific questions at home context since children did home and child care to materials and their than prior to study, but not not ask scientific questions 10 children and families. Parents interviewed before support children’s scientific properties; evaporation and at centre. Parents at home. Children aged 2.8 and programme. – learning. condensation; dissolving; appreciated communication Research in 4.10 years. and decay, rusting and with teachers. Parents’ Science Education, 26(2), 143-154. burning. view of science changed from elitist view to everyday perspective. View
study. Hamilton: University of Waikato. greater focus to mathematics in everyday routines and activities and explore mathematical opportunities, constructed resources and worked with children. Teachers in fourth kindergarten continued the usual programme. 3rd kindergarten teachers regarded mathematics as planned activity rather than ongoing. Watters, J. J., Diezmann, C. M., Grieshaber, S. J., & Davis, J. M. (2001). Enhancing science education for young children: a contemporary initiative. Australian Journal of Early Childhood, 26(2), 1-7. 700 early childhood teachers in Queensland. Orientation phase – background , curriculum policy and science initiatives discussed. Resource kit video and manual displayed. Engagement – Group exploration and discussion on science topics (45 minutes on each topic). Explored resources related to topic and suggested ways to extend children’s thinking. Reflection phase – strategies reviewed and concerns discussed. Survey completed by 192 participants. Teachers adopted approach in beliefs about teaching science, personal understanding enhanced and aligned with pedagogic understanding, understanding of learning in science developed, gained knowledge of classroom strategies to teach science, valued investigative methods, developed strategies to organise and manage resources. Need for background information on topics, information on implementing, planning and assessing lessons sought, information on how to teach science in sought, need to integrate science with other areas. Fleer, M. (1996b). Fusing the boundaries between home and child care to support children’s scientific learning. Research in Science Education, 26(2), 143-154. Teachers in an Australian childcare centre 10 children and families. Children aged 2.8 – 4.10 years. 5 units with scientific focus on solids, liquids and gases; materials and their properties; evaporation and condensation; dissolving; and decay, rusting and burning. Implementation of programme videotaped. Parents interviewed before and programme. Children ask more scientific questions at home than prior to study, but not at centre. Parents appreciated communication with teachers. Parents’ view of science changed from elitist view to everyday perspective. View Need to examine teaching context since children did not ask scientific questions at home.
Mitchel-2003-BES-ece-PD.docx