Enhancing young children’s science identity through pedagogical practices
Abstract
This chapter explores how young children’s science identity can be enhanced when thoughtful pedagogy is provided by the educator. The first part of this chapter presents the definitions of science identity and pedagogy, followed by an exploration of the relationship between educator beliefs and what they teach. The second half of the chapter presents two case studies to illustrate pedagogical practices associated with learning and teaching of science with young children, using play as a medium. These two case studies are interpreted using the five learning outcomes of the Early Years Learning Framework (EYLF) to highlight young children’s developing science identity.
Document Type
Book Chapter
Date of Publication
2018
School
School of Education
Copyright
subscription content
Publisher
Cambridge University Press
Comments
Blake, E., & Howitt, C. (2018). Enhancing young children's science identity through pedagogical practices. In C. Campbell, W. Jobling & C. Howitt (Eds.), Science in early childhood (pp. 124-135). Cambridge University Press. https://doi.org/10.1017/9781108500142.010