SIG 1: Learning and Teaching Science within Early Years Education
In recent years Early Years Science Education has received growing attention internationally as practices are developed to meet new policy requirements and learning goals introduced for science in the early years. However, while the there is increasing recognition of the importance of science in early years education, research has reported on issues and problems related to how early years science is taught, and discussion of the need for new epistemological perspectives has emerged. The purpose of this symposium is to present results focusing on how early years science education can be shaped and how educators’ professional competence in, and attitudes towards, new teaching interventions may develop. Together the presenters will explore different aspects of how teachers’ and children’s interactions may or may not give opportunities for children’s own creativity, thinking and generation of knowledge.
Four papers will be presented. The first two presentations relate to children´s learning of science. They discuss children’s reactions to counter-intuitive experiments and the role of time-lapse photography in scaffolding children’s learning and communication. The second two presentations outline and evaluate different approaches to supporting educators in developing and implementing new teaching strategies and tools to support early years science learning.