Science is�

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					Science is…
              Introduction
   Science in the early childhood classroom
    should be hands-on, experimental,
    exciting and fun (Bredekamp & Copple,
    1997)
   As early childhood educators we often ask
    ourselves “what science should be taught?
    How should science curriculum be
    structured? How should it be taught?”
    (Gullo, 2006)
                  Activity
   Please divide into your activity 1 group
   Discuss what science is at your school/in
    your classroom
   Think of a science lesson that you thought
    of as a success and discuss with group
   Think of a science lesson that you thought
    of as a failure and discuss with group
   Do the lessons you heard about illustrate
    what science is/should be?
      What science should we
              teach?
   The National Science Standards state that
    we should teach science literacy to all
    students no matter their grade level
   Science literacy is considered fundamental
    to the teaching and learning occurring
    within science education
          What science should we
          teach: scientific literacy
The standards define scientific literacy to mean, “a person can ask, find, or determine
answers to questions derived from curiosity about everyday experiences. It means that a
person has the ability to describe, explain, and predict natural phenomena. Scientific
literacy entails being able to read with understanding articles about science in the popular
press and to engage in social conversation about the validity of the conclusions. Scientific
literacy implies that a person can identify scientific issues underlying national and local
decisions and express positions that are scientifically and technologically informed. A
literate citizen should be able to evaluate the quality of scientific information on the basis
of its source and the methods used to generate it. Scientific literacy also implies the
capacity to pose and evaluate arguments based on evidence and to apply conclusions
from such arguments appropriately” (National Science Education Standards, 1996, page
22).
      What science should we
       teach: standards say
   Kindergarteners need to have biological,
    physical, earth and space science during
    the course of the year in order to meet the
    science standards set forth by the National
    Science Standards
      What science should we
          teach: inquiry
   An important aspect of science content in inquiry
   Inquiry refers to the varying ways scientists
    study the natural world and suggest
    explanations for future study based on their work
   It is also the activities where students develop
    knowledge and understanding of scientific ideas
    and the natural world (Gullo, 2006)
       Important inquiry skills
   Raise questions
   Explore materials, objects and events
   Use senses to make observations
   Observe in order to classify and define
   Use different simple tools
   Participate in simple investigations
   Record observations, explanations and ideas
    through a variety of media
   Work with others
   Share and discuss ideas (Gullo, 2006)
      What science should we
       teach: subject matter
   From life-from daily experiences of students
   Based on science ideas
   Developmentally appropriate
   Children can directly explore
   Children can explore deeply and over time
   Engaging, fun and challenging
   Reflect local environment and community
   Integrate subjects
   Allow for inquiry (Gullo, 2006; Bredekamp &
    Copple, 1997)
      What science should we
         teach: big ideas
   Look for patterns
   See relationships
   Notice change
   Identify cause and effect
   Form relates to function (Gullo, 2006;
    Bredekamp & Copple, 1997)
 How should curriculums be
structured: simple framework
   Students and content direct the
    investigation
   Make sure engaging, focused exploration
   Extend through investigation, books and
    other media as well as connecting to daily
    life (Gullo, 2006)
                 Structure
   Get familiar
   Probe deeper
   Extend and enrich
   Tie classroom to life
   (Gullo, 2006; Heuser, 2005)
       How should science be
             taught?
   Hands-on experiences (Heuser, 2005)
   Materials should connect to exploration
   Provide sufficient space for
    experimentation
   Have a schedule
   The teacher should be a guide on the side
    (Gullo, 2006)
    Where should science take
             place?
   In the classroom-there should be enough space for
    students to explore and investigate the science topics

   In the real world- students should have experiences
    outside in their natural world which help them connect
    with the science content matter

   In the community- students should be able to tie their
    science related experiences from the classroom and the
    natural world together in order to be contributing citizens
    in their community (Gullo, 2006, Bredekamp & Copple,
    1997
     What should science be?
   Fun
   Engaging
   Challenging
   Exciting
   Explorative/experimental
   Deep
   Collaborative (Bredekamp & Copple, 1997;
    Gullo, 2006; Sterling & Frazier, 2006)

				
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