Forty years of scholarly thinking has been documented in the Australian Pre-School Quarterly (APQ) and the Australian Journal of Early Childhood (AJEC). Has our thinking changed over the years? Have readers been usefully informed about developments in early childhood pedagogy? This paper provides an analysis of all published papers in early childhood science education in these journals as they relate to the broader literature in science education published elsewhere. Including science education in the early childhood curriculum has challenged early childhood pedagogy and raised many confronting questions about accepted practices. This analysis is revealing and demonstrates the tensions and struggles found in situating science education within an early childhood curriculum.
Get full access to this article
View all access options for this article.
References
1.
AikenheadG. (1998) Many students cross cultural borders to learn science: Implications for teaching. Keynote address given at CONASTA, June 1998, NT.
2.
AJEC Editorial Board (2000) Australian Early Childhood Association, Personal Communications.Canberra, ACT: AECA.
3.
AppletonK. (1989) A learning model for science education. Research in Science Education, 19, 13–24.
4.
ArziH.J., WhiteR.T. & FenshamP.J. (1987) Teachers’ knowledge of science: An account of a longitudinal study in progress. Paper presented at the annual meeting of the American Educational Research Association, Washington, D.C.
5.
BarnesB. (1989) About Science.UK: Basil Blackwell.
6.
BleierR. (1990) Feminist Approaches to Science.NY: Pergamon Press.
7.
BiddulphF. (1987) Modelling alternative science teaching approach for pre-service teachers. Working Paper 403.NZ: University of Waikato.
8.
CarrM. (1994) How come? So what? And what if? Science in early childhood. Australian Journal of Early Childhood, 19, (2), 29–36.
9.
CarrM. & SymingtonD. (1991) The treatment of science discipline knowledge in primary teacher education. Research in Science Education, 21, 39–46.
10.
CarreC. & CarterD. (1990) Primary teachers’ self-perceptions concerning implementation of the National Curriculum for science in the UK. International Journal of Science Education, 12 (4), July/September, 327–343.
11.
CosgroveM. and OsborneR. (1985) A teaching sequence on electric current. In OsborneR. & FreybergP. (eds) Learning in Science.Auckland, NZ: Heinemann, 112–123.
12.
Curriculum Corporation (1994) A Statement on Science for Australian Schools.Carlton, Vic: Curriculum Corporation.
13.
Department of Employment, Education and Training (1989) Discipline review of teacher education in mathematics and science.1–3. Canberra, ACT: Australian Government Publishing Service (Speedie Review).
14.
DuitR., JungW. & von RhoneckC. (1985) (eds) Aspects of understanding electricity. Proceedings of an International Workshop.Kiel Wester Germany, Ludwigsburn, Sept., 10–14, 1984.
15.
FenshamP. (1988) (ed.) Developments and Dilemmas in Science Education.UK: Falmer Press.
16.
FenshamP.J. (1991) Science education in early childhood education—a diagnosis of a chronic illness. Australian Journal of Early Childhood, 16, (3), 3–8.
17.
FenshamP.NavaratnamK., JonesW. & WestL. (1991) Students’ estimates of knowledge gained as measures of the quality of teaching education. Research in Science Education, 21, 80–89.
18.
FergusonP. (1991) Primary/secondary transition and related teacher attitudes to science. Research in Science Education, 21, 90–95.
19.
FinegoldM. & TrumperR. (1989) Categorizing pupils’ explanatory frameworks in energy as a means to the development of a teaching approach. Research in Science Education, 19, 97–111.
20.
FleerM. (1991) Towards a theory of scaffolding early childhood science education. Australian Journal of Early Childhood, 16, (3), 14–21.
21.
FleerM. (1992) The suitability of an interactive approach to teaching science in early childhood. Australian Journal of Early Childhood, 17, (4), 12–23.
22.
FleerM. (1996) Early childhood science education: Acknowledging and valuing differing cultural understandings. Australian Journal of Early Childhood, 21, (3), 11–15.
23.
FleerM. & BeasleyW. (1991) A study of conceptual development in early childhood. Research in Science Education, 21, 104–112.
24.
FleerM. & HardyT. (1993) How can we find out what three- and four-year-olds think? New approaches to eliciting very young children's understandings in science. Research in Science Education, 23, 68–76.
25.
GabelD. L. (1994) Handbook on Research on Science Teaching and Learning. A Project of the National Science Teachers Association.NY: Macmillan Publishing Co.
26.
GilbertJ. & McCornishJ. (1990) Science Learning, Language and Feminist Pedagogy.NZ: Longman Paul.
27.
GoodrumD. (1993) (ed.) Science in the early years of schooling: An Australian perspective. Monograph No. 6, Curtin University: National Key Centre for School Science and Mathematics.
28.
GoodrumD., HacklingM. & RennieL. (2000) Science teaching and learning in Australian schools. Paper Presented at the Australasian Science Education Research Association Conference, June 29–1 July, Perth WA.
29.
HacklingM. & GarnettP.J. (1993) Effect of context and gender on application of science investigation skills. Research in Science Education, 23, 104–109.
30.
HaigM. (1993) Hands on-minds on: Introducing openness in senior biology practical work. Research in Science Education, 23, 110–117.
31.
JacobsS. (1991) Theories of Science.Deakin Victoria: Deakin University Press.
JegedeO. & KyleW.C.(Jr). (1999) Equitable science and technology education in the post-modern era: Four critical issues. Paper Presented at the 9th International Organisation for Science and Technology Education, Durban, South Africa, June 26–2 July.
34.
KearneyD. (1993) A decade of debate on the schooling of girls in physics: Where are we now?Research in Science Education, 23, 146–155.
35.
KellyA., (1987) (ed). Science for Girls?Milton Keynes: Open University Press.
36.
KirkwoodV. (1991) Approaches to teaching and learning in early childhood science. Australian Journal of Early Childhood, 16, (3), 9–13.
LichtP. & ThijsG.D. (1990) Method to trace coherence and persistence of preconceptions. International Journal of Science Education, 12, (4), 403–416.
39.
MalcolmC. (1993) The science profile and its uses. Australian Journal of Early Childhood, 18, (4), 16–23.
40.
MohapatraJ.K. (1990) Episodic conceptualisation: A possible cause of manifest alternative conceptions amongst groups of pupils in some Indian schools. International Journal of Science Education, 12, (4), 417–428.
41.
McKinleyE. (1992) Research issues in Maori science education. SAME papers.NZ: Longman Paul.
42.
NorthfieldJ. & SymingtonD. (1991) (eds) Learning in Science Viewed as Personal Construction: An Australasian Perspective. Monograph No. 1. Curtin University: National Key Centre for School Science and Mathematics.
43.
OsborneR. & FreybergP. (1985) Learning in Science.Heinemann, Auckland, NZ.
44.
RahayaS. & TytlerR. (1999) Progression in primary school children's conceptions of burning: Toward an understanding of the concept of substance. Research in Science Education, 29, (3), 295–312.
45.
RobertonB. & RennieL. J. (1991) Sex-stereotyping of science related careers by preschool children. Australian Journal of Early Childhood, 16, (3), 34–37.
46.
SciarrettaM.R.StilliR. & MissoniM.V. (1990) On the thermal properties of materials: Common-sense knowledge of Italian students and teachers. International Journal of Science Education, 12, (4), 369–380.
47.
SegalG. & CosgroveM. (1993) Challenging student teachers’ conceptions of science and technology education. Research in Science Education, 22, 348–357.
48.
SkampK. (1989) General science knowledge and attitudes towards science and science teaching of pre-service primary teachers: Implications for pre-service units. Research in Science Education, 19, 257–267.
49.
SymingtonD. & HayesD. (1989) What do you need to know to teach science in the primary school?Research in Science Education, 19, 278–285
50.
SymingtonD. & HayesD. (1991) Drawing for a purpose. Australian Journal of Early Childhood, 16, (3), 38–40.
51.
TobinK., RennieL.L. & FraserB.J. (1990) Barriers of Learning Science With Understandings. Monograph No. 1. Curtin University: National Key Centre for School Science and Mathematics.
52.
TreagustD. (1993) The evolution of an approach for using analogies in teaching and learning science. Research in Science Education, 23, 293–201.
53.
TrumperR. (1990) Being constructive: an alternative approach to the teaching of the energy concept— Part 1. International Journal of Science Education, 12, (4), 343–354.
54.
TulipD. & CookA. (1993) Teacher and student usage of science textbooks. Research in Science Education, 23, 302–307.
