Science Literacy in Primary Schools and Pre-Schools
List price: $209.00
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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 wrongterribly wrongbelief 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 trough designing, building, evaluating and redesigning simple artifacts; and Inquiry Events. Numerous examples illustrating how the theories presented may be brought into practice are provided.
List price: $209.00
Copyright year: 2006
Publication date: 8/31/2006
Size: 6.50" wide x 9.50" long x 0.50" tall
|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|
|The Need for a Novel Teaching Method-The Inquiry Events|
|Inquiry Events as a Tool for Changing Science Teaching Efficacy Belief of Kindergarten and Elementary School Teachers|
|Bringing Inquiry Events to the Kindergarten: Inquiring Inquiry Events in the Field|
|Bridging In-School and Out-Of-School Learning: Formal, Non-Formal, and Informal|