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Chapter 6 Science Chapter 6
“A good science program is skillfully integrated into the total life of the classroom.”
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Basic Scientific Process/Inquiry Skills
Are based on concrete experiences Opposite of rote learning Support curiosity and exploration Child-directed and child-centered Inquiry is thought of as a questioning process Full inquiry involves asking a simple question, completing an investigation, answering the question, and presenting the results to others.
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Process Skill Terminology
Observation at the core of doing science Investigation skills Comparing Classifying Measuring Communicating Inferring Predicting Recording
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Children Learn Science Concepts in a Social Setting
Work with others in learning centers, cooperative groups, and paired activities Engage in projects Exchange of ideas Discuss findings ©2012 Cengage Learning. All Rights Reserved.
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7 Content (Concepts) of Science based on NRC
Science as inquiry —offers frequent opportunities for children to question, investigate, classify, predict, and communicate with others 2. Life science People Plants Animals
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Content (Concepts) of Science
3. Physical science Physics Chemistry 4. Earth and space science Geology Meteorology Astronomy ©2012 Cengage Learning. All Rights Reserved.
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Content (Concepts) of Science
5. Science in personal and social perspectives - Children develop an understanding of personal health, changes in the environments, and ways to conserve and recycle 6. Ecology Relationship between living things and their environment ©2012 Cengage Learning. All Rights Reserved.
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Content (Concepts) of Science
7. Science and technology Establishing connections between natural and man-made items. ©2012 Cengage Learning. All Rights Reserved.
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Methods of Discovery Open-ended opportunities Investigations
Self-discovery Problem solve Hands-on Explore Discover Verify Record
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Critical Thinking and Problem Solving
Remember that young children think in concrete terms and learn in the context of playing Build on what children already know Emphasize sensory awareness, explore manipulate question, discover, and use other process skills Take advantage of the children’s real world as you introduce new materials Enable them to revisit their work so they can reflect and expand on ideas Give children TIME
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Creating a Scientific Environment
Preparation of the environment is critical Must allow for active engagement in the process of learning Must encourage investigations Schedule must be flexible in order to take advantage of teachable moments ©2012 Cengage Learning. All Rights Reserved.
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Possible Inquiry Topics
Investigate water Discover rainbows Explore shadows Grow grass Focus on nature Air Nature walks Gardens
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Ecology Plant and garden all year long Make a compost pile
Catch rainwater and recycle it Adopt or plant a tree Recycle and conserve materials and natural resources Use grocery sacks and newspapers at the easels Stress the importance of not littering Celebrate Earth Day on April 22 Ask open-ended questions Read special nature books [see Figure 6.3]
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Suggested Science Materials and Equipment
Recycled, donated, purchased [See Figure 6.4] Use with safety in mind Age-appropriate –this is critical; be cautious Extended activities-TIME is required Investigations take time to evolve Some investigations are unpredictable but learning still occurs
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Animals in Early Childhood Education
Animals in our world Touchable versus untouchable Rescue procedures Emergency care Animals in our classroom Food and housing Care and maintenance
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Encouraging Family Support
Help them understand their children are natural scientists Share ideas both general and specific Help them to realize that science is all around in daily living Ideas to involve families
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Other Considerations for Teachers
Science is a way of thinking Provide developmentally appropriate activities-so “do with” not “tell about” Learn alongside the children Provide appropriate multicultural activities Assess children’s progress through listening and recording observations Anecdotal records and key elements for assessment
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