What types of activities do pre-service elementary teachers design and implement when they teach science through science learning corners?
Abstract
The types of child-centered and teacher-guided activities that pre-service elementary teachers design to teach science through science learning corners, and their preferences when pre-service teachers implement them in a pre-school classroom are here analyzed. The educational process with pre-service teachers, how the data were collected, and the categorization of activities are thus presented. Pre-service teachers found slightly higher difficulties at designing child-centered activities than at teacher-guided exercises. Both types of activities are preferred in similar proportions when being implemented in the pre-school classroom. It should also be noted the wide variety of teacher-guided activities, eluding more traditional teaching, which occurs when pupils just memorize what they learn or do not have an active participation in the classroom.Keywords
Pre-school education, Science education, Learning corners, Child-centered activities, Teacher-guided activitiesReferences
Andiema, N. C. (2016). Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya. Journal of Education and Practice, 7(27), 1-9.
Banchi, H. y Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
Bergen, D. (2002). The role of pretend play in children’s cognitive development. Early Childhood Research & Practice, 4(1), 1-13.
Bulunuz, M. (2012). Developing Turkish preservice preschool teachers’ attitudes and understanding about teaching science through play. International Journal of Environmental & Science Education, 7(2), 141-166.
Canedo, S. P. (2009). Contribución al estudio del aprendizaje de las ciencias experimentales en la Educación Infantil: cambio conceptual y construcción de modelos científicos precursores (tesis doctoral). Universidad de Barcelona.
Cantó, J., De Pro, A. y Solbes, J. (2016). ¿Qué ciencias se enseñan y cómo se hace en las aulas de Educación Infantil? La visión de los maestros en formación inicial. Enseñanza de las Ciencias, 34(3), 25-50. https://doi.org/10.5565/rev/ensciencias.1870
Cañal, P., García-Carmona, A. y Cruz-Guzmán, M. (2016). Didáctica de las Ciencias Experimentales en Educación Primaria. Madrid: Paraninfo.
Clements, D. H. y Sarama, J. (2016). Math, Science, and Technology in the Early Grades. Future of Children, 26(2), 75-94.
Cline, J. E. y Smith, B. A. (2016). Water Play. Journal of STEM Arts, Crafts, and Constructions, 1(2), 16-22.
Coloma, A. M., Jiménez, M. A. y Sáez, A. M. (2007). Metodologías para desarrollar competencias y atender a la diversidad. Guía para el cambio metodológico y ejemplos desde infantil hacía la universidad. Madrid: PPC.
Cruz-Guzmán, M., García-Carmona, A. y Criado, A. M. (2017). Aprendiendo sobre los cambios de estado en Educación Infantil mediante secuencias de pregunta - predicción - comprobación experimental. Enseñanza de las Ciencias, 35(3), 175-193. https://doi.org/10.5565/rev/ensciencias.2336
Cruz-Guzmán, M., García-Carmona, A. y Criado, A. M. (2018). Proposing Questions for Scientific Inquiry and the Selection of Science Content in Initial Elementary Education Teacher Training. Research in Science Education, 1-23. https://doi.org/10.1007/s11165-018-9749-0
Driver, R., Guesne, E. y Tiberghein, A. (1989). Ideas científicas en la infancia y la adolescencia. Madrid: Morata-MEC.
Epstein, A. S. (2014). The Intentional Teacher: Choosing the Best Strategies for Young Children's Learning. Washington, DC: NAEYC.
Eshach, H. y Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315-336. https://doi.org/10.1007/s10956-005-7198-9
Fernández-Manzanal, R. y Bravo, M. (2015). Las ciencias de la naturaleza en la Educación Infantil: el ensayo, la sorpresa y los experimentos se asoman a las aulas. Madrid: Pirámide.
Fernández-Manzanal, R. y Rodríguez-Barreiro, L. M. (2006). Los pequeños de cuatro años en el rincón de ciencias. Qué ven y qué dicen sobre el nacimiento de las plantas. Alambique, 49, 1-5.
Froese, C. (2014). A Methodology for Analyzing Science Stories. Interchange: A Quarterly Review of Education, 45(3-4), 153-165. https://doi.org/10.1007/s10780-015-9232-z
García-Carmona, A., Criado, A. M. y Cañal, P. (2014). Alfabetización científica en la etapa 3-6 años: un análisis de la regulación estatal de enseñanzas mínimas. Enseñanza de las Ciencias, 32(2), 131-149. http://dx.doi.org/10.5565/rev/ensciencias.817
Gardner, H., Feldman, D. H. y Krechevsky, M. (2001). El Proyecto Spectrum. Tomo II: Actividades de aprendizaje en la Educación Infantil. Madrid: Morata.
Gómez-Motilla, C. y Ruiz-Gallardo, J. J. (2016). El rincón de la ciencia y la actitud hacia las ciencias en Educación Infantil. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(3), 643-666. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i3.10
Hamlin, M. y Wisneski, D. B. (2012). Supporting the Scientific Thinking and Inquiry of Toddlers and Preschoolers through Play. Young Children, 67(3), 82-88.
Harlen, W. (2013). Assessment & Inquiry-Based Science Education: Issues in Policy and Practice. Trieste: IAP.
Karlsson, A. B. (2017). «It vapors up like this»: Children Making Sense of Embodied Illustrations of Evaporation at a Swedish School. International Journal of Early Childhood Environmental Education, 5(1), 39-56.
Kohlhauf, L., Rutke, U. y Neuhaus, B. J. (2011). Influence of previous knowledge, language skills and domain-specific interest on observation competency. Journal of Science Education and Technology, 20, 667-678. https://doi.org/10.1007/s10956-011-9322-3
Leuchter, M., Saalbach, H. y Hardy, I. (2014) Designing science learning in the first years of schooling. An intervention study with sequenced learning material on the topic of «floating and sinking». International Journal of Science Education, 36(10), 1751-1771. https://doi.org/10.1080/09500693.2013.878482
Martín, M. C. y Viera, A. M. (2000). La atención a la diversidad en Educación Infantil: Los rincones. Aula de Innovación Educativa, 90, 25-32.
Martínez-Losada, C., García-Barros, S. y Garrido, M. (2014). How children characterise living beings and the activities in which they engage. Journal of Biological Education, 48(4), 201-210. https://doi.org/10.1080/00219266.2013.849281
Monteira, S. F. y Jiménez-Aleixandre, M. P. (2016). The practice of using evidence in Kindergarten: The role of purposeful observation. Journal of Research in Science Teaching, 53(8), 1232-1258. https://doi.org/10.1002/tea.21259
Nasir, N. S. (2005). Individual Cognitive Structuring and the Sociocultural Context: Strategy Shifts in the Game of Dominoes. Journal of the Learning Sciences, 14(1), 5-34. https://doi.org/10.1207/s15327809jls1401_2
Peterson, S. M. y French, L. (2008). Supporting young children's explanations through inquiry science in preschool. Early Childhood Research Quarterly, 23(3), 395-408. https://doi.org/10.1016/j.ecresq.2008.01.003
Pla, M., Cano, E. y Lorenzo, N. (2001). María Montessori: el Método de la Pedagogía Científica. En J. Trilla (Coord.), El legado pedagógico del siglo xx para la escuela del siglo xxi (pp. 69-94). Barcelona: Graó.
Pramling-Samuelsson, I. y Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65. https://doi.org/10.1080/0300443042000302654
Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación infantil. Boletín Oficial del Estado, núm. 4, de 4 de enero de 2007, pp. 474-482.
Russell, T. y Martin, A. K. (2014). Learning to teach science. En S. K. Abell y N. G. Lederman (Eds.), Handbook of Research on Science Education, Volume II (pp. 885-902). Nueva York: Routledge.
Securún, R. M. (1995, 2.ª ed.). Rincón a rincón. Actividades para trabajar con niños de 3 a 8 años. Barcelona: Octaedro.
Solis, S. L., Curtis, K. N. y Hayes-Messinger, A. (2017). Children’s Exploration of Physical Phenomena During Object Play. Journal of Research in Childhood Education, 31, 122-140. https://doi.org/10.1080/02568543.2016.1244583
Stansfield, W. D. (2014). Using Crossword Puzzles to Enhance Students' Learning of Technical Biological Terms. American Biology Teacher, 76(3), 208-209. https://doi.org/10.1525/abt.2014.76.3.10
Yoon, J. y Onchwari, J. A. (2006). Teaching Young Children Science: Three Key Points. Early Childhood Education Journal, 33(6), 419-423. https://doi.org/10.1007/s10643-006-0064-4
Published
Downloads
Copyright (c) 2020 Autor
This work is licensed under a Creative Commons Attribution 4.0 International License.
