Open Discussion Forum

  • 1.  Teaching science. Why is "the scientific method" mistaken?

    Posted 01-18-2019 11:53 AM

    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
    ------------------------------


  • 2.  RE: Teaching science. Why is "the scientific method" mistaken?

    Posted 01-19-2019 10:00 AM
    Peggy, I enjoyed reading about STEM teaching tools. Thank you for the link. I think that the best practice for the early childhood years is to notice studies of attunement and synchronicity. These two issues are the core of training not only the regulation of impulsivity and emotions, but they are about paying attention to consequences. Paying attention to consequences is the base issue of science. Curiosity is also needed, and books have been written about developing curiosity, but curiosity needs awareness of consequences in order to be effective, in order to be science. You've raised important thinking for early childhood educators. Experts, like Shonkoff at Harvard, fear that early childhood educators are 15 years behind on scientific information regarding their field. Jack

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    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
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    Original Message


  • 3.  RE: Teaching science. Why is "the scientific method" mistaken?

    Posted 01-20-2019 04:07 PM
    I think i saw a guest editorial that focused on that exact issue in Science and Children last fall-- the October issue maybe? I will try to find it :)

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    Cindy Hoisington
    Education Development Center
    Holbrook MA
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    Original Message


  • 4.  RE: Teaching science. Why is "the scientific method" mistaken?

    Posted 01-21-2019 10:55 AM
    Hi Peggy, you raise some very important questions but I am left a bit unsure as to what you think works for early childhood education.  Can you please clarify what you would suggest to early childhood educators who are just learning about supporting science learning for young children in their classrooms. 
    Thanks
    Deb​

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    Deborah Schein
    instructor and consultant
    Minneapolis MN
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    Original Message


  • 5.  RE: Teaching science. Why is "the scientific method" mistaken?

    Posted 01-21-2019 01:46 PM
    Cindy, I would like to add to the excellent things Deborah is stating by being more specific. A core piece of information from brain science--neurobiology--is that early childhood educators need to understand how not to cause enduring stress, and what to do when stress is present. Children are stressed whenever they are learning something new, not just when they're punished directly or indirectly by way of a caregivers' impatience with them regarding some behavior. Stress develops the fight or flight response--from the amygdala--far more than from the thinking response--prefrontal cortex. Children need to be calmed, and learn to calm themselves, in order to learn new behaviors that are more effective than their negative ones. This is one of many ways that science is, and needs to, influence early childhood education.

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    Jack Wright
    Child Development Consultant
    Success With Children
    St Ignatius MT
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    Original Message


  • 6.  RE: Teaching science. Why is "the scientific method" mistaken?

    Posted 01-21-2019 12:43 PM
      |   view attached
    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
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    Attachment(s)

    pdf
    Addressing Common Questions.pdf   523 KB 1 version
    Original Message


  • 7.  RE: Teaching science. Why is "the scientific method" mistaken?

    Posted 01-21-2019 03:47 PM
    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!

    ------------------------------
    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
    ------------------------------

    Original Message