Science education in early childhood teacher education: Putting forward a case to enhance student teachers' confidence and competence

Research in Science Education

Volumn 33, Issue 4, 2003, Pages 467-481

  Garbett, Dawn ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

Author keywords

Early childhood education; Pre service teacher education; Science education; Teacher education

Indexed keywords

EID: 4344712893     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1023/B:RISE.0000005251.20085.62     Document Type: Article

References (25)

1. Alton-Lee, A., & Praat, A. (2000). Explaining and addressing gender differences in the New Zealand compulsory school sector: A literature review. Wellington, New Zealand: Research Division, Ministry of Education.
2. Begg, A. (1999). Constructivism: An overview and some implications. Unpublished seminar, Auckland College of Education, New Zealand, 11 May 1999.
3. Carlsen, W. (1991). Effects of new biology teachers' subject-matter knowledge on curricular planning. Science Education, 75, 631-647.
4. Driver, R., Guesne, E., & Tiberghien, A. (1985). Children's ideas in science. Milton Keynes, UK: Open University Press.
5. Educational Review Office. (1998). The use of Te Whaariki. Wellington, New Zealand: Ministry of Education.
6. Edwards, A., & Knight, P. (2000). Subjects and the early years curriculum in effective early years education: Teaching young children. Philadelphia: Open University Press, 123-142.
7. Elliot, A. (2000). Effects of sociocultural contexts and discourses on science and technology teaching in early childhood education. In J. Hayden (Ed.), Landscapes in early childhood education: Cross national perspectives on empowerment - a guide for the new millennium (pp. 393-408). New York: Peter Lang Publishing.
8. Fleer, M. (2002). What I know about ...? What does the research tell us about early childhood and primary children's thinking in science. The Journal of the Science Teachers Association of Western Australia, 38(2), 11-15.
9. Garbett, D., & Yourn, B. (2002). Student teacher knowledge: Knowing and understanding subject matter in the New Zealand context. Australian Journal of Early Childhood, 27(3), 1-6.
10. Harlen, W. (1997). Primary teachers' understanding in science and its impact in the classroom. Research in Science Education, 27(3), 323-337.
11. Harlen, W (2000). The teaching of science in primary schools (3rd ed.). London: David Fulton Publishers.
12. Kallery, M., & Psillos, D. (2001). Pre-school teachers' content knowledge in science: Their understanding of elementary science concepts and of issues raised by children's questions. International Journal of Early Years Education, 9(3), 165-179.
13. Kelly, J. (2000). Rethinking the elementary science methods course: A case for content pedagogy, and informal science education. International Journal of Science Education, 22(7), 755-777.
14. Levitt, K. (2001). An analysis of elementary teachers' beliefs regarding the teaching and learning of science. Science Education, 86(1), 1-21.
15. Meade, A. (1997). Good practice to best practice: Extending policies and children's minds. In New Zealand Council for Educational Research, Early Childhood. Folio 3:A collection of recent research (pp. 33-40). Wellington, New Zealand: New Zealand Council for Educational Research.
16. Ministry of Education. (1993). The New Zealand Curriculum Framework. Wellington, New Zealand: Learning Media.
17. Ministry of Education. (1996). Te Whaariki. Early childhood curriculum. Wellington, New Zealand: Learning Media.
18. Ministry of Education. (2002). Pathways to the future: Nga Huarahi Arataki. A 10-year strategic plan for early childhood education. Wellington, New Zealand: Learning Media.
19. Nally, P. (1995). Curriculum development and professional development in the early childhood sector. Proceedings of Sixth Early Childhood Convention, Tamaki Makaurau, Auckland, September 5-8, 208-216.
20. Osborne, R., & Freyberg, P. (1985). Learning in science. The implications of children's science. Auckland, New Zealand: Heinemann.
21. Sanders, S., & Morris, H. (2000). Exposing student teachers' content knowledge: Empowerment or debilitation? Educational Studies, 26(4), 397-408.
22. Smith, A. B., Grima, G., Gaffney, M., & Powell, K. (2000). Early childhood education: Literature review. Otago, New Zealand: Report to the Ministry of Education, Children's Issues Centre, University of Otago.
23. University of Cambridge. (1998). The science knowledge audit. Cambridge, UK: Research and Evaluation Division, University of Cambridge Local Examinations Syndicate.
24. Watters, J., Diezmann, C., Grieshaber, S., & Davis, J. (2001). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1-7.
25. Wolf-Watz, M. (2000). Student teachers' beliefs about science. Journal of In-service Education, 26(2), 403-413.