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
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CLASSICS IN SCIENCE EDUCATION Volume 1 Series Editor: Karen C. Cohen
SCIENCE LITERACY IN PRIMARY SCHOOLS AND PRE-SCHOOLS
By
Haim Eshach
Ben Gurion University of the Negev, Beer Sheva, Israel
A.C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN–10 1–4020–4641–3 (HB) ISBN–13 978–1–4020–4641–4 (HB) ISBN–10 1–4020–4674–X (e-book) ISBN–13 978–1–4020–4674–2 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www.springer.com
Printed on acid-free paper
All Rights Reserved © 2006 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands
This book is dedicated to my three children, Omry, Shaked, and Ohad. They were the reason that I started taking an interest in early childhood science education 12 years ago. At first, I just wanted to do some science activities with them, but then I was swept into the early childhood science education concept. In this regard one may say that, like Saul, who went out looking for horses but found an entire kingdom, I also found a whole world in early science education. I hope that as Omry, Shaked, and Ohad have inspired me in writing this book, this book will be the source of a science education, inspiring them with the desire, enthusiasm, and eagerness to know and to learn. I also want to thank my wife, Orly, whose love never failed to give me strength . . .
CONTENTS
Preface
ix
Introduction
xi
Acknowledgments
xv
1. Should Science Be Taught in Early Childhood?
1
2. How Should Science Be Taught in Early Childhood?
29
3. When Learning Science By Doing Meets Design and Technology
55
4. From the Known to the Complex: The Inquiry Events Method as a Tool for K-2 Science Teaching
85
PART A: The Need for a Novel Teaching Method — The Inquiry Events
85
PART B: Inquiry Events as a Tool for Changing Science Teaching Efficacy Belief of Kindergarten and Elementary School Teachers
91
PART C: Bringing Inquiry Events to the Kindergarten: Inquiring Inquiry Events in the Field
96
5. Bridging In-School and Out-Of-School Learning: Formal, Non-Formal, and Informal
115
Matome
143
Bibliography
147
Author index
161
Subject index
167
vii
PREFACE
Science is more than a compilation of facts and figures, although one would not know that from observing classroom lessons in science in elementary schools in many parts of the world. In fact, there are those who argue that science is not appropriate subject content for the early grades of elementary school. There are many schools in which science is simply not present in the earliest grades. Even where science is taught in the earliest grades, it is often a caricature of science th
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