Teaching and learning science during the early years

Trundle, Kathy Cabe; Saçkes, Mesut

doi:10.37291/2717638x.202123159

Cited by 10 publications

(11 citation statements)

References 16 publications

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“…In this form, PSTs were asked reflective questions such as “the definitions of SPS concepts,” by referring to KSU; “how to teach SPS in early childhood education,” by referring to KIS; and “how they assess children’s SPS,” by referring to KA. These questions were developed based on the items on the CoRe, the relevant literature (Saçkes et al, 2013; Trundle, 2010), and the course content. After the first drafts of the knowledge of SP forms were developed, two experts, who are in the fields of science education and ECE, reviewed and just changed the wording of questions.…”

Section: Methodsmentioning

confidence: 99%

“…Based on these theories, the role of early childhood teachers in teaching science generates new questions such as “Do teachers have sufficient knowledge used in science process to help children?” This means that it is very important to know the extent of early childhood teachers’ knowledge used in SP. In the related literature, it is pointed out that it is important to consider early childhood teachers’ knowledge of teaching science and SPS (Trundle, 2010) and to provide appropriate support for their PCK in science teaching (Alisinanoğlu et al, 2012; Chabalengula et al, 2012; Oppermann et al, 2021; Shahali et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Buldu

2021

Sage Open

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The study aimed to investigate pre-service early childhood teachers’ (PSTs) collective pedagogical content knowledge (cPCK) and personal pedagogical content knowledge (pPCK) on the knowledge used in scientific process (SP) through the content representation (CoRe) design, interview, and knowledge used in scientific process (KSP) forms. The data were collected from 36 sophomore PSTs’ with a case study design. At the beginning of the data collection process, the PSTs’ prior knowledge used in SP was determined individually through a pre-interview and the KSP form. At the conclusion of the 13-week science-focused course, post-interviews, the KSP form, and the CoRe form were applied again. The CoRe forms were filled collectively based on their science activities, which were designed at the end of the science course. The PCK developed by Magnusson et al. was used for data analysis and to decide on the main themes of the data. The study’s findings revealed that the PSTs initially had some misconceptions relating to knowledge of SP. While the participants were confused about the knowledge used in SP and made incorrect definitions prior to the science-focused course, nearly all of the PSTs’ conception were changed on all of the concepts used in SP and reflected the most confused skills (especially observing and measuring) to their teaching plans after the course. Therefore, their pPCK and cPCK development were supported by both the science-focused course and collaborative CoRe design. The findings of the study have important implications for government policies and teacher training programs.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Buldu

2021

Sage Open

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“…Pendekatan scientifik sangat cocok digunakan dalam pembelajaran anak usia dini karena proses berpikir secara saintifik berkembang secara spontan sejak bayi (Yildiz & Yildiz, 2021). Anak-anak menjelajahi dunia dan lingkungannya dengan menggunakan indranya dan mengajukan pertanyaan terkait apa yang mereka rasakan dan lihat (Conezio & French, 2002;Trundle, 2005). Lind (1998) mendefinisikan keterampilan dalam proses saintifik adalah keterampilan berpikir yang digunakan dalam menciptakan pengetahuan, memecahkan masalah, dan merumuskan hasil.…”

Section: Pendahuluanunclassified

Implementasi Pendekatan Saintifik untuk Menginternalisasi Nilai Cinta Damai bagi Anak Usia Dini

Linarsih

Marmawi

Yuniarni

et al. 2023

J. Obs. J. Pendidik. Anak Usia Dini

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Meskipun penanaman pendidikan karakter dalam praktik pedagogi telah banyak dibicarakan dan diberitakan dalam konteks pendidikan anak usia dini, namun masih sangat sedikit bukti empiris yang menunjukkan bahwa penanaman nilai-nilai karakter khususnya cinta damai dapat dilakukan melalui pendekatan saintifik. Untuk mengisi gap tersebut, artikel ini membahas studi kasus deskriptif yang menyelidiki bagaimana guru taman kanak-kanak di Indonesia menerapkan pendekatan ilmiah dalam menginternalisasi nilai perdamaian dalam praktik pedagogis di kelas. Artikel ini menampilkan bagaimana guru menggunakan berbagai strategi penerapan pendekatan saintifik dalam mengajarkan nilai-nilai perdamaian di Taman Kanak-kanak mulai dari strategi komunikasi, contoh, pembiasaan dan bercerita yang terintegrasi dalam setiap kegiatan pembelajaran melalui proses mengamati, menanya, mencoba, menganalisis/ menalar. , dan mengomunikasikan hasil karya anak secara individu maupun kelompok. Strategi ini dapat dilihat mulai dari kegiatan pendahuluan, kegiatan inti hingga kegiatan penutup baik yang dilakukan di dalam kelas maupun di luar kelas. Implikasi dari penelitian ini adalah perlunya pelatihan-pelatihan pengajaran nilai melalui pendekatan saintifik pada pendidikan guru anak usia dini.

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“…The advantages of these field trips in terms of environmental literacy [27] and their proper emotional and physical development [28] are widely described in the literature. Early ages are fundamental to motivating scientific thinking, taking advantage of children's innate curiosity and interest in the world around them [29,30]. They can be used not only for gaining knowledge [31,32] but also to stimulate students' motivation and interest and facilitate meaningful learning [33,34].…”

Section: Geoheritage: Outdoor Learning and Science Educationmentioning

confidence: 99%

Salt Production and the Geoheritage of the Huesca Province (Spain): Context, History, and Potential as an Educational Resource

Calvo,

Carrasquer-Álvarez,

Martínez-Aznar

2023

Geosciences

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Salt harvesting through natural solar evaporation of salt brines is a practice notably abundant in the Iberian Peninsula. Such activity has been relevant for human consumption, food preservation, livestock feed, and various industries throughout history. The objective of this research is to analyze the productive history and conservation state of the salt evaporation ponds located in Naval and Peralta de la Sal (Huesca, Spain), as well as their didactic potential. These saltworks are associated with clay and gypsum levels from the Upper Triassic (Keuper). The earliest written records of salt production in the area date back to the 10th century, but they were exploited as early as the Bronze Age. Remains of most of the ponds and some buildings are still preserved and are easily accessed, which makes them very interesting from an educational perspective. Both on-site and off-site activities can be carried out to analyze their historical and current significance through modeling and argumentation practices. This can lead to a better understanding of how geology relates to everyday life and facilitate the development of positive attitudes among students towards geoheritage while raising awareness about its preservation and preventing its degradation.

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Teaching and learning science during the early years

Cited by 10 publications

References 16 publications

Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Investigating Pre-Service Early Childhood Teachers’ cPCK and pPCK on the Knowledge Used in Scientific Process Through CoRe

Implementasi Pendekatan Saintifik untuk Menginternalisasi Nilai Cinta Damai bagi Anak Usia Dini

Salt Production and the Geoheritage of the Huesca Province (Spain): Context, History, and Potential as an Educational Resource

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