Teaching science through stories: mounting scientific enquiry

Salehjee, S. (2020) Teaching science through stories: mounting scientific enquiry. Early Child Development and Care, 190(1), pp. 79-90. (doi: 10.1080/03004430.2019.1653554)

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Early years science curriculum in England requires teachers to incorporate scientific enquiry in their classrooms. However, teachers perceive science teaching to be challenging because of their lack of subject knowledge. This paper aims to develop an understanding of science as an enquiry rich subject rather than a plethora of scientific knowledge. In this paper, I will present a model of Enquiry Based Learning (EBL) that can be introduced in early years teaching and learning practices. This presentation of the EBL model will then lead to a discussion on the benefits of using children’s stories to scaffold the process of scientific enquiry. Finally, I will present three example scenarios from the stories of Curious George, Charlie and the Chocolate Factory and The Wizard of Oz, to support early year practitioners to include scientific enquiry practices as an integral part of their day-to-day planning and delivery of lessons.

Item Type:Articles
Keywords:Scientific literacy, enquiry based learning, early years, stories.
Glasgow Author(s) Enlighten ID:Salehjee, Dr Saima
Authors: Salehjee, S.
College/School:College of Social Sciences > School of Social & Environmental Sustainability
Journal Name:Early Child Development and Care
Publisher:Taylor & Francis
ISSN (Online):1476-8275
Published Online:18 September 2019
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