What does excellent ‘junior science’ pedagogy look like?

I’m still thinking about Traianou’s article… reading and re-reading it helped me make some sense of what excellent ‘junior science’ pedagogy might look like.

It’s not about having a body of knowledge which you transmit to children… it’s about having the ability to tease out children’s thoughts, ideas and beliefs and set up experiences for them that challenge/confirm those thoughts…

then knowing how to guide discussions with children (after practical experiences have helped them theorise anew) and tease out new ideas and thoughts…

it’s about modeling uncertainty and helping children formulate good (answerable/explorable) questions… so it’s about knowing how to form good questions yourself…

it is also about having some scientific knowledge to draw upon, yes, but this is something that can be built upon (with the children in many instances), by simply taking an interest in the topic(s)…

Ref: Anna Traianou (2006) ‘Understanding teacher expertise in primary science: a sociocultural approach’ Research Papers in Education Vol. 21, No. 1, March, pp. 63–78

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About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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