Early science education and astronomy

AbstractInquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

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Challenge of Teaching Genetics at Early Stage

Science Insights Education Frontiers ◽

10.15354/sief.21.co027 ◽

2021 ◽

Vol 10 (2) ◽

pp. 1399-1401

Author(s):

Edwards Willey ◽

Fuzhou Wang

Keyword(s):

Middle School ◽

Science Education ◽

Early Stage ◽

Adolescent Students ◽

Genetics Knowledge ◽

Basic Concepts ◽

Early Science Education ◽

Critical Components

As a part of early science education, biogenetics is one of the critical components. Usually, the course is taught at the middle school at the earliest (Committee on the Science of Children Birth to Age 8, 2015). There may be specific difficulties for adolescent students who are first exposed to genetics knowledge, from cognition to knowledge reserve. In addition, understanding its basic concepts may require the lecturer to adopt certain methods and skills (Hirsh et al., 2020). Due to the abstract nature of genetics, this is more challenging for students of this age.

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The Use of Computer‐based Programming Environments as Computer Modelling Tools in Early Science Education: The cases of textual and graphical program languages

International Journal of Science Education ◽

10.1080/09500690601188620 ◽

2008 ◽

Vol 30 (3) ◽

pp. 287-323 ◽

Cited By ~ 20

Author(s):

Loucas T. Louca ◽

Zacharia C. Zacharia

Keyword(s):

Science Education ◽

Computer Modelling ◽

Programming Environments ◽

Computer Based ◽

Early Science Education

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Inconsistencies in Early Science Education: Can Nature Help Streamline State Standards?

Ecopsychology ◽

10.1089/eco.2018.0042 ◽

2018 ◽

Vol 10 (4) ◽

pp. 243-258 ◽

Cited By ~ 1

Author(s):

Heidi Kloos ◽

Talia Waltzer ◽

Cathy Maltbie ◽

Rhonda Douglas Brown ◽

Victoria Carr

Keyword(s):

Science Education ◽

State Standards ◽

Early Science Education

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Aspects of Play and Work on the Pendulum of Activities inConstructivist Early Science Education

Korean Journal of Early Childhood Education ◽

10.18023/kjece.2007.27.4.009 ◽

2007 ◽

Vol 27 (4) ◽

pp. 209-231

Author(s):

Hyanglim Kwak

Keyword(s):

Science Education ◽

Early Science Education

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The Necessary Triad: A Science-Education-Social Activity

10.31237/osf.io/5ctkh ◽

2020 ◽

Author(s):

Aixa Hafsha

Keyword(s):

Communication Network ◽

Science Education ◽

Natural Disasters ◽

Everyday Life ◽

Scientific Community ◽

Social Activity ◽

High Complexity ◽

Natural Ecosystems ◽

Grassroots Activism ◽

The Earth

Recently the earth population and its natural ecosystems exist in very complex and permanently changing living conditions, being economy, social, natural or technological ones. More than that, it lives in the conditions of a high complexity, and such complexities may vary in its quality, time and space. Another feature of such life is its permanently growing speed of various transformations that is conditioned by many unseen and still unknown metabolic processes. The global communication network has made the emergency cases inseparable feature of everyday life. There are no ways out of it, and humanity has to predict the coming transformations and to adapt to them. The development of such interdisciplinary model is necessary if humanity wants to predict the coming transformations and to adapt to them. It has to be done by joint efforts of the scientists, scholars, teachers and the volunteers including the grassroots activism of concerned people. The triad of a scientific community, teachers and the teenagers is the necessary precondition for the developing necessary efforts in many directions: the revitalization of a futurology, in prediction and mitigation of the critical situations (accidents, natural disasters, and hybrid wars), and in the development of interdisciplinary researches. Gradually civilian volunteers are becoming more professional and mobile teams of civilian rescuers. Today, an individual safety has turned in a matter of each person, family or social group while the science-education-social activity triad has become a necessary precondition of survival.

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The future challenge of Earth science education research

Disciplinary and Interdisciplinary Science Education Research ◽

10.1186/s43031-019-0003-z ◽

2019 ◽

Vol 1 (1) ◽

Author(s):

Nir Orion

Keyword(s):

Science Education ◽

Education Research ◽

Systems Approach ◽

Earth Science ◽

Science Education Research ◽

Earth Science Education ◽

The Earth ◽

Low Profile ◽

The Future ◽

K 12

AbstractThis article addresses the question of what the future directions and emphases of the research in the earth science education field ought to be. During the past 30 years, Earth science education research has established a solid theoretical foundation, as well as practical strategies and techniques, for a meaningful teaching of earth science from K-12. However, the quality of this research, and the growing need for knowledge in Earth science, have done little to improve the low profile of ESE in schools worldwide. The article posits that narrowing this disturbing gap between the educational potential of Earth science and its low profile in schools requires a holistic agenda. Such an agenda will encompass the deepening of existing research of the Earth systems approach in areas like the development of environmental insight better understanding the learning process as an embedded human instinct, which will hopefully contribute to changing the current essentialism-based teaching culture. However, it will also include new avenues of research focused on changing the attitudes of geoscientists towards their role in society and the adoption of geoethical values.

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