This book showcases a case study of the development of a generalist early childhood education (ECE) teacher into a confident and competent teacher of science in early childhood with support from a mentor. It argues that with guided mentoring, and later, timely support of a mentor as and when required, ECE teachers can deliver the curriculum, teach science by providing opportunities to explore and then build on children’s interest through intentionally planned activities, dialogue, and discourse.
It presents a comprehensive literature review and research design including theoretical frames and methodology. It includes a chapter on teacher development and discusses different approaches to science investigations practiced by the teacher in the case study. The book provides evidence of children’s science learning and presents the findings as response to research questions. It also includes a model of teaching as inquiry in the context of early childhood education.
Tabla de materias
Chapter 1: Playing Teaching and Learning through Science Investigations.- Chapter 2: Research Design and Methodology.- Chapter 3: Teaching Science in Early Childhood.- Chapter 4: Children Playing and Learning to Investigate.- Chapter 5: Discussion of Emerging Themes.- Chapter 6: Conclusion, and Final Thoughts.
Sobre el autor
Dr Azra Moeed MNZM is an adjunct professor in the Faculty of Education at Victoria University of Wellington, New Zealand where she was lecturing in Science Teacher Education until recently. Her research interests include science education, science teacher education, and environmental education. She has a particular interest in classroom research, has published in international journals and has authored several books about teaching and learning of science investigations in schools. Azra is an active contributor to international and national research projects and has received the National Tertiary Excellence in Teaching award for 2016. She was appointed a Member of the New Zealand Order of Merit for her service to science education and community in 2020.
Professor Stephen Dobson is Dean of Education and the Arts at CQUniversity in Australia. He is also Professor II in the Centre of Lifelong at Inland Norway University of Applied Sciences. A common theme in his work issocial and cultural inclusion. His most recent book takes up this theme: Learning Inclusion in a Digital Age. Finding a Voice and Belonging with the Disadvantaged. He has also published on learning cities, assessing the viva in higher education and transforming assessment in education through language games.
Sankari Saha is a trained teacher in New Zealand and has been teaching for over 15 years in early childhood education centres. Sankari graduated in India and trained as a secondary school teacher, teaching there for several years before coming to New Zealand. She retrained as an ECE teacher and has developed her expertise in teaching science to children who are younger than five years of age. She is a passionate teacher who has an infectious enthusiasm for science teaching and learning.
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