Thank you for that resource, Cindy, and for your cycle of inquiry, Monica. I like the idea of the continuous cycle.
The NSTA/NAEYC position statement on early childhood science education is particularly helpful:
"Adults who engage children in science inquiry through the process of asking questions, investigating, and constructing explanations can provide developmentally appropriate environments that take advantage of what children do as part of their everyday life prior to entering formal school settings (NAEYC 2013, p. 17; NRC 2007)."
Those questions in the Guest Editorial that Cindy attached are exactly what I've been pondering!
What are the practices? And do children need to practice them?
Whatever happened to scientific inquiry?
How are practices related to scientific habits of mind?
If you haven't read the editorial yet, you are missing out on great guidance for teaching science to young children!
Here's another resource, from Jill Jensen, an "Inquiry, Design, Engineering, Art & Science (IDEAS)" Coach in an elementary school.
Rolling from Inquiry into Engineering Design, the NSTA Early Years blog: She discusses asking questions, standard testing, and argumentation in science,
http://nstacommunities.org/blog/2019/01/15/rolling-from-inquiry-into-engineering-design/ Great discussion everyone!
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Peggy Ashbrook
Early childhood science teacher
Alexandria, VA
NSTA The Early Years columnist, Science and Children
Early Years blogger,
www.nsta.org/earlyyearsAuthor: Science Learning in the Early Years, and
Science Is Simple
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Original Message:
Sent: 01-21-2019 12:42 PM
From: Cindy Hoisington
Subject: Teaching science. Why is "the scientific method" mistaken?
Hi all,
I think the most critical thing that EC science educators can do is anchor their work in an agreed upon set of researched-based principles, just like we do with EC teaching and learning generally....then, as our knowledge base grows, we can update the core principles to reflect our combined current research and thinking. i.e. think DAP which is currently in revision as we speak!
Of course it's often much more fun to talk about our own ideas, our own values, and our own opinions but i find that results in a tendency to lose sight of the research/practice connections and base our opinions on our own experiences without "knowing what we don't know" or i.e. "the way I have always done things". .....ala the comment that EC educators are about 15 years behind the research (so true!)
I say all this to suggest that the NSTA Position Statement on EC Science (endorsed by NAEYC) could provide some fuel for this discussion...it is a short reader-friendly piece and perfect for using with teachers, new and otherwise-- and can be found here:
https://www.nsta.org/about/positions/earlychildhood.aspx
Also, in regards to the more specific question about the scientific method OR science and engineering practices approach, i humbly attach an editorial i was honored to pen for Science and Children last fall.
These are in no way meant to answer the discussion but to contribute to its depth moving forward!!
Cheers!
Cindy
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Cindy Hoisington
Education Development Center
Holbrook MA
Original Message:
Sent: 01-18-2019 11:53 AM
From: Peggy Ashbrook
Subject: Teaching science. Why is "the scientific method" mistaken?
Do you have a resource you'd recommend that explains how using the practices of science and engineering in on-going science experiences or investigations is a more effective way to teach science in early childhood than The Scientific Method (which has a more rigid set of steps to follow one after another)?
I like this one from STEM Teaching Tools, Practice Brief 32 - Why focus on science and engineering practices--and not "inquiry?" Why is "the scientific method" mistaken? http://stemteachingtools.org/brief/32
But I would like something that focuses on the early childhood years.
Best wishes,
Peggy
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Peggy Ashbrook
Early childhood science teacher
Alexandria, VA
NSTA The Early Years columnist, Science and Children
Early Years blogger, www.nsta.org/earlyyears
Author: Science Learning in the Early Years, and
Science Is Simple
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