August 1st, 2011 | RESEARCH
In this paper the analysis of science lessons in early-years classrooms shows that the lessons did not promote scientific investigation or make connections between the ideas involved and the material world. Teacher directed scientific activities observed had limited value in terms of scientific inquiry and consequently did not foster the development of ideas or support the formation of hypotheses. The paper raises questions about how to best promote scientific practices, including through continuing professional development.
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Team Members
Elaine Regan, Author, King’s College LondonRelated URLs
Tags
Audience: Educators | Teachers | Elementary School Children (6-10) | Evaluators | Museum | ISE Professionals | Pre-K Children (0-5)
Discipline: Education and learning science
Resource Type: Research Brief