Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings
Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings
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课堂上的科学：在学前教育环境中寻找自主探索和教师主导教学之间的平衡
DOI：
10.1080/10409289.2010.507496
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发表时间：
2011
影响因子：
2.9
通讯作者：
R. Gelman
中科院分区：
文献类型：
--
作者：
Irena Nayfeld;Kimberly Brenneman;R. Gelman
研究结果：本文报告了儿童在学前班教室中自由选择时间使用科学材料的情况。基线观察表明，儿童和教师很少花时间在指定的科学领域。一项干预措施旨在通过向儿童介绍一种科学工具——天平来“推销”科学中心。基线测量显示儿童不知道量表的名称或功能。该干预措施预计将增加儿童对科学领域的使用以及他们对量表的了解。与对比教室相比，平衡量表干预后儿童在科学领域的自愿参与和探索有所增加。此外，参与这项干预的儿童表现出对量表功能的了解有所提高，而对照组的学生则没有。实践或政策：成人可以通过提供特定类型的大群体学习体验来增强儿童对科学工具和材料及其知识的自主探索。
Research Findings: This paper reports on children's use of science materials in preschool classrooms during their free choice time. Baseline observations showed that children and teachers rarely spend time in the designated science area. An intervention was designed to “market” the science center by introducing children to 1 science tool, the balance scale. Baseline measures showed that children did not know the scale's name or function. The intervention was expected to increase children's use of the science area and their knowledge about the scale. Children's voluntary presence and exploration in the science area increased after the balance scale intervention compared to in comparison classrooms. Furthermore, children who participated in this intervention demonstrated improved knowledge about the scale's function, whereas students in the comparison group did not. Practice or Policy: Adults can increase children's autonomous exploration of science tools and materials, and their knowledge about them, by offering particular kinds of large-group learning experiences.