Emergent Science : Teaching science from birth to 8 book cover
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Emergent Science
Teaching science from birth to 8





ISBN 9781408237649
Published January 19, 2014 by Routledge
272 Pages

 
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Book Description

Emergent Science is essential reading for anyone involved in supporting scientific learning and development with young children aged between birth and 8. Drawing on theory, the book helps to develop the essential skills needed to understand and support science in this age range.

The book is organised into three parts: development, contexts and pedagogy, exploring the underpinning theory alongside practical ideas to help trainees, teachers and childcare practitioners to create high-quality science experiences for the children they teach.

The text includes guidance on developing professional, study and research skills to graduate and postgraduate level, as well as all the information needed to develop scientific skills, attitudes, understanding and language through concrete, social experiences for young children.

Features include:

  • Reflective tasks-at three levels of professional development;- early career/student, developing career/teacher and later career/leader.
  • Case studies that exemplify good practice and practical ideas.
  • Tools for learning - explain how science professionals can develop their professional, study skills and research skills to Masters level

Table of Contents

Introduction

Part 1  Development

Chapter 1: The Development of Emergent Skills

Chapter 2: The Development of Emergent Thinking

Chapter 3: The Development of Emergent Attitudes

Part 2  Contexts

Chapter 4: Learning Science At Home

Chapter 5: Learning Science in The Curriculum

Chapter 6: Transitions Between Stages of Development

Part 3 Pedagogy

Chapter 7: Scientific Play

Chapter 8: Scientific Explorations and Discovery

Chapter 9: Scientific Investigations

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Author(s)

Biography

Jane Johnston has recently retired as a Reader in Education at Bishop Grosseteste University, Lincoln. She has extensive teaching and writing experience in early years science, coordinates the international emergent science research network, is co-editor of the Journal of Emergent Science and coordinator for the early years special interest group of the European Science Education Research Association (ESERA). In 2006 she was one of the first of five teachers to be awarded Chartered Science Teacher status in the UK.