THIS RESEARCH SEEKS TO EXPLORE how early childhood professionals support children's scientific learning from the practitioner's perspective. Taking a qualitative approach, this case study indicates possible ways effective team teaching can support the child's scientific learning as well as other team members' learning and teaching development. While conferring with past research on the importance of teachers having adequate scientific subject knowledge, this study suggests this should also be in relation to the learning community in which the early childhood setting is located. It also calls into question the teachers' understanding of the Nature of Science (NOS), reinforcing the complexity of the issue and possible solutions to increasing early childhood teachers' motivation to support children's scientific learning.
Get full access to this article
View all access options for this article.
References
1.
AlexanderP. (2000). An investigation into teacher and student teacher confidence in their own understanding and abilities to teach science and technology in primary schools in Northern Ireland. Unpublished PhD thesis, Queens University of Belfast.
2.
CarrM. (2001). Assessment in early childhood settings: Learning stories.London: Paul Chapman Publishing.
3.
EdwardsK. (2009). The inside story: Early childhood practitioners' perceptions of teaching science. Unpublished Master's thesis (in process), Victoria University of Wellington.
4.
FenshamP. (1991). Science education in early childhood education: A diagnosis of a chronic illness. Australian Journal of Early Childhood, 8(3), 3–11.
5.
FleerM. (2001). Science education over 40 years. Australian Journal of Early Childhood Education, 26(1), 39–45.
6.
FleerM. (2008). Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs. Research in Science Education, 39, 281–306.
7.
FleerM. (2009). Supporting scientific conceptual consciousness or learning in a ‘roundabout way’ in play-based contexts. International Journal of Science Education, 31(8), 1069–1089.
8.
FleerM., & RobbinsJ. (2003). ‘Hit and run research’ with ‘hit and miss’ results in early childhood science education. Research in Science Education, 33, 405–431.
9.
GarbettD. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers' confidence and competence. Research in Science Education, 3, 467–481.
10.
GilbertJ., & CalvertS. (2003). Challenging accepted wisdom: Looking at the gender and science education question through a different lens. International Journal of Science Education, 25(7), 861–878.
11.
HaynesM. (2000). Teacher education for early childhood through the New Zealand curriculum framework. New Zealand Research in Early Childhood, 3, 163–176.
12.
HeapR. (2006). Myth busting and tenet building: Primary and early childhood teachers' understanding of the Nature of Science. Unpublished Master's thesis, Massey University, Auckland.
13.
HedgesH. (2002). Subject content knowledge in early childhood curriculum and pedagogy. Unpublished Master's thesis, Massey University, Palmerston North.
14.
HedgesH. (2007). Funds of knowledge in early childhood communities of inquiry. Unpublished PhD thesis, Massey University, Palmerston North, New Zealand.
15.
HipkinsR., BolstadR., BakerR., JonesA., BarkerM., BellB. et al. (2002). Curriculum learning and effective pedagogy: A literature review in science education.Wellington: Ministry of Education.
16.
HipkinsR., BarkerM., & BolstadR. (2005). Teaching the ‘nature of science’: Modest adaptations or radical re-conceptions?International Journal of Science Education, 27(2) 243–254.
17.
JordanB. (2003). Professional development making a difference for children: Co-constructing understandings in early childhood centres. Unpublished PhD thesis, Massey University, Palmerston North, New Zealand.
18.
Ministry of Education (1996). Te whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa/Early childhood curriculum.Wellington: Ministry of Education.
19.
Ministry of Education (2007). New Zealand curriculum framework: Te anga marautanga o Aotearoa.Wellington: Learning Media.
20.
MutchC. (2005). Doing educational research: A practitioner's guide to getting started.NZCER Press: Wellington.
21.
RivallandC. (2007). When are beliefs just ‘the tip of the iceberg’?: Exploring early childhood professionals' beliefs and practices about teaching and learning. Australian Journal of Early Childhood, 32(10), 30–37.
22.
RobbinsJ. (2005). ‘Brown paper packages'?: A sociocultural perspective on young children's ideas in science. Research in Science Education, 35, 151–172.
23.
RogoffB. (2003). The cultural nature of human development.Oxford, England: Oxford University Press.
24.
ShulmanL. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
25.
StakeR. (2005). Qualitative case studies. In DenzinN. & LincolnY. (Eds), The Sage handbook of qualitative research (3rd edn). Thousand Oaks, CA: Sage.
26.
SmortiS. (2005). Why don't we teach science?Early Education, 38, 13–20.
27.
Waters-AdamsS. (2006). The relationships between the understanding of the nature of science and practice: The influence of teachers' beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919–944.
