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Full-Text Articles in Education
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia Torquati, Victoria J. Molfese
Soo-Young Hong
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …
Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith
Broad Vision: The Art & Science Of Looking, Heather Barnett, John R. A. Smith
The STEAM Journal
Undergraduate students and academic staff from diverse disciplines in the arts and sciences investigated questions of mediated vision through a year-long interdisciplinary research project at the University of Westminster, London, United Kingdom. The Broad Vision project explored the perception and interpretation of microscopic worlds, and investigated the benefits and challenges of working across disciplinary divides in a university setting. This article describes the three-phase model for interdisciplinary learning and research developed through the project, providing a valuable case study for inquiry based art/science education.
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese
Theory Guided Professional Development In Early Childhood Science Education, Soo-Young Hong, Julia C. Torquati, Victoria J. Molfese
Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications
The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standard. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical …