What Science Experiences Do Elementary School Teachers Expect in Early Childhood
AUTHOR : Kazushige Mizobe
INFORMATION : page. 53~68 / 2010 Vol.4 No.1
The purpose of the present study is to examine what science experiences elementary school teachers regard as necessary for children in elementary school and kinder- garten/child care. Participants are 116 elementary school teachers specializing in Living Environment Studies who have experience working with early grades of elementary school. Our findings are as follows. First, the mean value of ‘Environment’, ‘Plants’, and ‘Animals’ was high in Life Environment Studies (LES) and Kindergarten/child care (KIN). The mean value of ‘Gravity’ and ‘Rocks & Minerals’ in LES and KIN was low. A significant difference in 8 items (ex. ‘Animals’) was found between LES and KIN. Second, less experienced teachers and female teachers want children to have experiences about “Plants” and “Animals”, but they don’t want children to have science experiences about “Rocks and Minerals” and “Gravity”. Third, the activities for ‘Human body’, ‘Sound’, and ‘Environment’ which were recommended by the teacher were included.
science experience,living environment studies,elementary school teacher,kindergarten/child care
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Call for Papers
Call for Papers: Asia-Pacific Journal of Research in Early Childhood Education (APJRECE)
Special Issue Deadline: January 15, 2016
Asia-Pacific Journal of Research in Early Childhood Education (APJRECE) is an official publication of the Pacific Early Childhood Education Research Association (PECERA) that is dedicated to disseminating and supporting research in early childhood education within the Pacific area.
APJRECE is released three times a year in January, May, and September. In 2016, the second issue of Volume 10 will be a special issue. The topic for the special issue is “Power of Play in Young Children’s Growth and Learning”. The Guest Editor for the special issue is Dr. Wonyoung Rhee, Professor Emerita at Chung-Ang University, Korea.
We are seeking reports of current research on this topic, papers that address issues in the application of play research, and papers that review a specific research area of young children’s play and are especially informative about studies needed to fill knowledge gaps. The manuscripts for the special issue should be submitted online by January 15, 2016, following the guidelines described on the journal website. Please visit the homepage of Asia-Pacific Journal of Research in Early Childhood Education (www.apjrece.com,www.pecerajournal.com), and you will find not only full details on aims and scope, editorial policy, and paper submission but the orange colored button, named Manuscript Management System of APJRECE, for paper submission.
We hope you will seriously consider APJRECE for your scholarship.