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Conference Paper: An Observational Study on Early Science Teaching in Chinese Urban Kindergartens
Title | An Observational Study on Early Science Teaching in Chinese Urban Kindergartens |
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Authors | |
Keywords | science teaching approach kindergarten |
Issue Date | 2014 |
Publisher | World Organisation for Early Childhood Education (OMEP). |
Citation | The 66th World Organisation for Early Childhood Education (OMEP) World Assembly and Conference, Cork, Ireland, 1-5 July 2014. In the Book of Abstracts of the 66th OMEP World Assembly and Conference, 2014, p. 83 How to Cite? |
Abstract | Early childhood has been proven critical for science learning and development, but there is a dearth of
empirical research on the teaching approaches in the Chinese context. This study aimed to observe early
science teaching systematically in urban kindergartens in Mainland China. Classes in three kindergartens rated
as good, average and unsatisfactory by the government regulatory body were video-recorded in their science
classrooms with 6 lessons on appointed topics and 6 on self-chosen topics. Teaching behaviors were analyzed
in terms of the instructional approach and its effectiveness. The results indicated variations in teaching
approaches across the kindergartens. The teacher from the unsatisfactory kindergarten adopted a typical
instructivist approach in science teaching, whereas the other two teachers gave children hands-on experiences
as well as group discussions and direct instructions; nevertheless, there was poor connectedness among them.
All three teachers were weak in considering the scientific conceptions embedded in the topics as well as the
children's prior conceptions when planning their teaching. These findings provide empirical evidence about the
teaching and learning of science in kindergartens in a Chinese context. The study has implications for the
reform in early science teaching approach and corresponding in-service teacher training in Mainland China. |
Description | Conference Theme: Children’s Cultural World Session OS-EL-04: Influences on Early Learning 4 |
Persistent Identifier | http://hdl.handle.net/10722/204527 |
DC Field | Value | Language |
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dc.contributor.author | Zhang, J | en_US |
dc.contributor.author | Rao, N | en_US |
dc.date.accessioned | 2014-09-20T00:04:52Z | - |
dc.date.available | 2014-09-20T00:04:52Z | - |
dc.date.issued | 2014 | en_US |
dc.identifier.citation | The 66th World Organisation for Early Childhood Education (OMEP) World Assembly and Conference, Cork, Ireland, 1-5 July 2014. In the Book of Abstracts of the 66th OMEP World Assembly and Conference, 2014, p. 83 | en_US |
dc.identifier.uri | http://hdl.handle.net/10722/204527 | - |
dc.description | Conference Theme: Children’s Cultural World | - |
dc.description | Session OS-EL-04: Influences on Early Learning 4 | - |
dc.description.abstract | Early childhood has been proven critical for science learning and development, but there is a dearth of empirical research on the teaching approaches in the Chinese context. This study aimed to observe early science teaching systematically in urban kindergartens in Mainland China. Classes in three kindergartens rated as good, average and unsatisfactory by the government regulatory body were video-recorded in their science classrooms with 6 lessons on appointed topics and 6 on self-chosen topics. Teaching behaviors were analyzed in terms of the instructional approach and its effectiveness. The results indicated variations in teaching approaches across the kindergartens. The teacher from the unsatisfactory kindergarten adopted a typical instructivist approach in science teaching, whereas the other two teachers gave children hands-on experiences as well as group discussions and direct instructions; nevertheless, there was poor connectedness among them. All three teachers were weak in considering the scientific conceptions embedded in the topics as well as the children's prior conceptions when planning their teaching. These findings provide empirical evidence about the teaching and learning of science in kindergartens in a Chinese context. The study has implications for the reform in early science teaching approach and corresponding in-service teacher training in Mainland China. | - |
dc.language | eng | en_US |
dc.publisher | World Organisation for Early Childhood Education (OMEP). | - |
dc.relation.ispartof | World Organisation for Early Childhood Education (OMEP) World Assembly and Conference | en_US |
dc.subject | science teaching approach kindergarten | - |
dc.title | An Observational Study on Early Science Teaching in Chinese Urban Kindergartens | en_US |
dc.type | Conference_Paper | en_US |
dc.identifier.email | Rao, N: nrao@hku.hk | en_US |
dc.identifier.authority | Rao, N=rp00953 | en_US |
dc.identifier.hkuros | 235722 | en_US |
dc.identifier.spage | 83 | - |
dc.identifier.epage | 83 | - |