Early years teachers' late concerns and perceived needs in science: an exploratory study

Kallery, Maria

doi:10.1080/026197604200023024

Cited by 68 publications

(70 citation statements)

References 21 publications

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“…The need for a guide containing suggestions and explicit directions on how to develop and carry out science activities was stressed by the early-years teachers in a study investigating their self-perceived needs in science, who considered it to be a tool that would contribute to the improvement of their work in science (Kallery, 2004). …”

Section: Discussionmentioning

confidence: 99%

“…A teachers' guide was created in order to make the material easy to use as well as accessible to other teachers. Taking into consideration early-years teachers' self-perceived needs in science (Kallery, 2004) and the fact that didactical activities usually adopted by early-years teachers in science activities very often do not lead to desirable outcomes (Kallery & Psillos, 2002;Kallery, Psillos & Tselfes, 2008), the guide contains detailed descriptions of all the activities of each unit as they were finally shaped by the work group and of all the materials, as well as suggestions and explicit directions on how to implement them.…”

Section: The Activitiesmentioning

confidence: 99%

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Astronomical Concepts and Events Awareness for Young Children

Kallery

2010

International Journal of Science Education

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International audienceIn the present study we test the effectiveness of a teaching intervention aiming at acquainting children aged 4-6 with the concept of the sphericity of the earth and the causes of the phenomenon of day and night. The treatment comprised three units of activities that were developed collaboratively by a researcher and early-years' teachers employing action research processes. In the present study student knowledge is considered context-specific. The selected approach to learning can be characterized as socially constructed. In the activities, children were presented with appropriate information along with conceptual tools, such as a globe and an instructional video. The activities were implemented in a sample of 104 children of the above age group. Children's learning outcomes were assessed two weeks after the activities. Assessment tasks comprised children's construction and handling of concrete 3-D material models, children's use of pictures and of the globe and children's verbal explanations. Results revealed awareness of the concepts and events that the activities dealt with in high percentages of children and children's storage of new knowledge in the long-term memory and easy retrieval from it. The outcomes suggest that the approach adopted in the present study is fruitful and promising for helping very young children develop their understanding of fundamental astronomical concepts and events considered difficult for their age and for raising their motivation for astronomy. The approach used in the present study could also find application in other areas of science

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Section: Discussionmentioning

confidence: 99%

Section: The Activitiesmentioning

confidence: 99%

Astronomical Concepts and Events Awareness for Young Children

Kallery

2010

International Journal of Science Education

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“…Opportunities for interaction with STEM, supported through educator scaffolding can enable children to develop basic understanding and skills such as observing, exploring, inferring, questioning and reasoning (Eshach & Fried, 2005: pp. 332-333;Kallery, 2004). While EC educators' attitudes towards STEM subjects such as science and mathematics are relatively positive, self-efficacy and confidence to teach these areas remain low (Campbell & Jobling, 2010;Edwards & Loveridge, 2011).…”

Section: Introductionmentioning

confidence: 99%

STEM Practice in the Early Years

Campbell¹,

Speldewinde²,

Howitt³

et al. 2018

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In 2015 and 2017, we observed four pre-school centres, researching science, maths and technology pedagogy and how opportunities presented themselves for learning in outdoor settings. The purpose of this paper is to interrogate STEM practises in the early years, practices that are informed by play-based education pedagogies, to understand approaches to STEM education. The research adopted a mixed methods approach which, in addition to our observations, included a pilot survey and educator interviews. These data are brought together to examine practices of STEM education in pre-schools. We were able to view pre-school centres as places that provide varied, rich experiences for children to develop understandings of STEM. Importantly, we observed that children's STEM experiences enhance their self-belief in their ability to learn STEM, and these early years' opportunities trigger STEM appreciation and its value to everyday life. We were able to conclude from the research results that integrated STEM, particularly science and mathematics, arise through children's play and themes arising from their interests. The findings importantly highlight how different practices and pedagogies are used to support STEM learning.

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“…araştırılmış ve büyük ölçüde gerekli ve etkili olduğu sonucuna varılmıştır (Eshach ve Fried, 2005;Ginsburg ve Golbeck, 2004;Kallery, 2004;Watters, Diezmann, Grieshaber ve Davis, 2000). Bu konudaki en temel karşı görüşler çocukların belirli bilişsel görevleri gerçekleştirmede yetersizliklerini öne sürerken (Bknz.…”

Section: Resultsunclassified

Okul Öncesi Öğretmenlerinin Bilim Defterlerine İlişkin Görüşlerinin İncelenmesi

Uysal¹,

Cengiz²,

Özgül³

et al. 2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-Science journals are effective tools for supporting preschool children's learning and their science process skills. To that end, science journals can be described as a form of documentation providing opportunities for children to express their own ideas about the class discussions and phenomena they observed during inquirybased science events. The present study aims to reveal the opinions of teachers on science journals and determine their overall approach. This research is a qualitative study investigating the opinions of preschool teachers on science journals. The study group is consisted of 58 preschool teachers (57 females, 1 male) working at preschools/nursery classes from various regions across the country. Unstructured interview form, "Opinions of Preschool Teachers on Science Journals", prepared by the researchers was used as a data collection instrument.The present study employed the descriptive analysis technique, a qualitative research method, for the analysis of data collected. According to the results of the study, 29.3% of the preschool teachers presented their opinions on science journals as notebooks encouraging children's curiosity, 20.7% as infomercial notebooks, while 19% had no knowledge of science journals.

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Early years teachers' late concerns and perceived needs in science: an exploratory study

Cited by 68 publications

References 21 publications

Astronomical Concepts and Events Awareness for Young Children

Astronomical Concepts and Events Awareness for Young Children

STEM Practice in the Early Years

Okul Öncesi Öğretmenlerinin Bilim Defterlerine İlişkin Görüşlerinin İncelenmesi

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