Process-Oriented Inquiry--A Constructivist Approach to Early Childhood Science Education: Teaching Teachers to Do Science
Overview & Synopsis
Process-oriented inquiry can help preservice and inservice early childhood teachers implement constructivist science education in their own classrooms. In this article, we discuss the basic elements of process-oriented inquiry applied to early childhood science education, show how we foster the development of process-oriented inquiry teaching skills with our preservice early childhood education students, and argue that the validity of children's conclusions is more important than right or wrong answers. (Contains 2 figures and 1 table.)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Process-Oriented Inquiry--A Constructivist Approach to Early Childhood Science Education: Teaching Teachers to Do Science |
|---|---|
| Author / Organization | Martin, David Jerner, Jean-Sigur, Raynice, Schmidt, Emily |
| Subject & Discipline | Constructivism (Learning), Early Childhood Education, Young Children |
| Categories | Education & Pedagogy |
| Publication Year | 2005 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-189280 |
| Original Source Link | Visit Source Page on eric.ed.gov » |