Science Literacy in Primary Schools and Pre-Schools

When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ulitmately to a mere caricature of science. One source of the problem is the wrong—terribly wrong—belief that...

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Bibliographic Details
Main Author: Eshach, Haim
Format: eBook
Language:English
Published: Dordrecht Springer Netherlands 2006, 2006
Edition:1st ed. 2006
Series:Classics in Science Education
Subjects:
Online Access:
Collection: Springer eBooks 2005- - Collection details see MPG.ReNa
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505 0 |a Should Science Be Taught in Early Childhood? -- How Should Science Be Taught in Early Childhood? -- When Learning Science By Doing Meets Design and Technology -- From the Known to the Complex: The Inquiry Events Method as a Tool for K-2 Science Teaching -- Bridging In-School and Out-Of-School Learning: Formal, Non-Formal, and Informal 
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520 |a When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ulitmately to a mere caricature of science. One source of the problem is the wrong—terribly wrong—belief that science is an inappropriate subject for early elementary education and certainly for kindergarten education. As a curative to this prevalent and unfortunate situation, this well-written and thought-provoking book presents the state-of-the-art in science education for kindergarten and primary schools. It begins with a thorough theoretical discussion on why it is incumbent on the science educator to teach science already at first stages of childhood. It goes on to analyze and synthesize a broad range of educational approaches and themes such as: inquiry-based teaching; learning through authentic problems; scaffolding; situated learning; learning through projects; non-verbal knowledge; and informal learning. The book also presents fresh novel strategies to science teaching such as learning science through designing, building, evaluating and redesigning simple artifacts; and Inquiry Events. Numerous examples illustrating how the theories presented may be brought into practice are provided