TY - JOUR
T1 - Teaching young children science
T2 - Three key points
AU - Yoon, Jiyoon
AU - Onchwari, Jacqueline Ariri
PY - 2006/6/1
Y1 - 2006/6/1
N2 - Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as "doing science", as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children's socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies.
AB - Many early childhood teachers report lacking confidence to teach science. Today, science education is defined as "doing science", as opposed to memorization of facts (Seefeldt & Galper, 2002). This paper discusses developmentally appropriate practices in the context of teaching science. Knowledge of child development, individual differences and the role of children's socio-cultural context are explicitly discussed. The use of questioning and the 5 Es (engaging, exploring, explaining, elaborating, evaluating) instructional model are also discussed. A sample science lesson is provided to model the use of 5 Es and questioning strategies.
KW - 5 Es instruction model
KW - Early childhood education
KW - Science education
UR - http://www.scopus.com/inward/record.url?scp=33747662291&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33747662291&partnerID=8YFLogxK
U2 - 10.1007/s10643-006-0064-4
DO - 10.1007/s10643-006-0064-4
M3 - Article
AN - SCOPUS:33747662291
SN - 1082-3301
VL - 33
SP - 419
EP - 423
JO - Early Childhood Education Journal
JF - Early Childhood Education Journal
IS - 6
ER -
