Objectives
By the end of this chapter you will be able to:
describe the important place of planning in teaching and learning science
distinguish between science whole-school, term and lesson planning
develop a science program using the ‘5E’ teaching and learning model
develop a detailed science lesson plan
identify a range of resources in planning for the teaching and learning of science.
Overview
In delivering science to young children, early childhood educators perform many functions: co-constructing knowledge with young children; being a source of expertise, skills and knowledge; encouraging children to ask questions; asking appropriate questions of children; modelling scientific skills and attributes, such as curiosity, cooperation, persistence and resilience; providing children with time to explore, discover, learn skills and develop understanding; and planning, observing and documenting or assessing children’s learning (Brunton & Thornton, 2010; Howitt, Morris & Colvill, 2007). While planning is mentioned towards the end of this list, and represents one of the final chapters in this book, it is fundamental to all science teaching and learning. Effective planning ensures that children are engaged in appropriate science learning experiences that follow a logical and coherent sequence, and have relevant documentation or assessment. Planning considers not only what to teach but how to teach. Thus, educators’ science content knowledge, science pedagogical knowledge, beliefs about science teaching and learning, and beliefs about young children’s capability and competence in relation to learning science all play a part in effective science planning.
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