TY - JOUR
T1 - Preschool children learn physics, biology, chemistry and forensic science knowledge with integrated teaching approaches
AU - Gelir, Iskender
N1 - Funding Information:
I would like to thank anonymous reviewers for their constructive and continuous feedback.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022/2/8
Y1 - 2022/2/8
N2 - This study investigates children’s science learning in a nursery in Turkey. The participating children (aged 5 and 6) are from a socio-economically disadvantaged community. This is an ethnographic study that includes participant observations and audio recordings of classroom interactions based on a long-term basis. It takes a socio-cultural approach and uses the concept of speech genre [Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press] to examine children’s science learning. The findings highlight the role of the teacher in learning scientific concepts. It shows that the experiments enable the children to test and investigate scientific concepts. It also problematises the role of the teacher in structuring science activities and classroom talk by suggesting that teachers need to be explicit when they introduce children to concepts, rather than leaving technical knowledge for children to make inferences.
AB - This study investigates children’s science learning in a nursery in Turkey. The participating children (aged 5 and 6) are from a socio-economically disadvantaged community. This is an ethnographic study that includes participant observations and audio recordings of classroom interactions based on a long-term basis. It takes a socio-cultural approach and uses the concept of speech genre [Bakhtin, M. M. 1986. Speech Genres and Other Late Essays. Austin: University of Texas Press] to examine children’s science learning. The findings highlight the role of the teacher in learning scientific concepts. It shows that the experiments enable the children to test and investigate scientific concepts. It also problematises the role of the teacher in structuring science activities and classroom talk by suggesting that teachers need to be explicit when they introduce children to concepts, rather than leaving technical knowledge for children to make inferences.
KW - Preschool children
KW - integrated teaching and learning approaches
KW - science subject knowledge
KW - socio-cultural perspectives
KW - speech genre
UR - http://www.scopus.com/inward/record.url?scp=85124912179&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85124912179&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/16ea0249-df4d-3a7b-b1a7-9f1315d2ca89/
U2 - 10.1080/09669760.2022.2037077
DO - 10.1080/09669760.2022.2037077
M3 - Article
AN - SCOPUS:85124912179
SN - 0966-9760
VL - 30
SP - 891
EP - 905
JO - International Journal of Early Years Education
JF - International Journal of Early Years Education
IS - 4
ER -