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Fostering thinking through science in the early years of schooling

Venville, Grady; Adey, Philip; Larkin, Shirley; Robertson, Anne; Fulham, Hammersmith

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The purpose of this research was to investigate and describe concrete examples of Year 1 students engaged in good thinking and to generate assertions about the ways teachers can foster habits of good thinking through science. The research design was a multiple case study of 32 lessons, of which four are analysed in detail in this paper. The results suggest that young children engaged in good thinking are likely to explain and demonstrate their ideas and actions and to make suggestions for...[Show more]

dc.contributor.authorVenville, Grady
dc.contributor.authorAdey, Philip
dc.contributor.authorLarkin, Shirley
dc.contributor.authorRobertson, Anne
dc.contributor.authorFulham, Hammersmith
dc.date.accessioned2021-06-10T22:37:52Z
dc.identifier.issn0950-0693
dc.identifier.urihttp://hdl.handle.net/1885/237259
dc.description.abstractThe purpose of this research was to investigate and describe concrete examples of Year 1 students engaged in good thinking and to generate assertions about the ways teachers can foster habits of good thinking through science. The research design was a multiple case study of 32 lessons, of which four are analysed in detail in this paper. The results suggest that young children engaged in good thinking are likely to explain and demonstrate their ideas and actions and to make suggestions for solving problems. Children engaged in good thinking also are likely to highlight discrepancies, adopt new ideas, and work collaboratively. The results indicate that teachers can foster habits of good thinking through science; first, by accepting difficulty as an integral part of the learning process, second, by encouraging children to explain and talk about their ideas and, finally, by creating an environment where thinking is a valued classroom process..
dc.format.mimetypeapplication/pdf
dc.language.isoen_AU
dc.publisherTaylor & Francis
dc.rights© 2003 Taylor & Francis Ltd
dc.sourceInternational Journal of Science Education
dc.source.urihttps://www.tandfonline.com/doi/abs/10.1080/0950069032000052090
dc.titleFostering thinking through science in the early years of schooling
dc.typeJournal article
local.identifier.citationvolume25
dc.date.issued2003
local.publisher.urlhttps://www.tandfonline.com
local.type.statusPublished Version
local.contributor.affiliationGrady Jane Venville, Deputy Vice-Chancellor (Academic), Australian National University
local.description.embargo2099-12-31
local.bibliographicCitation.issue11
local.bibliographicCitation.startpage1313
local.bibliographicCitation.lastpage1331
local.identifier.doi10.1080/0950069032000052090
CollectionsANU Research Publications

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