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Creative pedagogies in early years science: thematic planning and sustained scientific dialogues

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2015) Creative pedagogies in early years science: thematic planning and sustained scientific dialogues. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

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Abstract

This paper draws on the ‘See the Science’ Project funded by the Primary Science Teaching Trust that took place in South West England in 2012-13. It aims to illuminate the process of transforming a curriculum document into a valuable learning experience for children through the use of classroom talk. The project was grounded in concerns that the increased use of thematic, ‘creative’ curricula in England was leading to a loss of scientific learning for children in the early years (five to seven year olds). It presents our findings that in the context of the twelve primary schools with which we worked, the type of curriculum used (e.g. thematic, cross-curricular) had less impact on teaching than we anticipated, whereas the teacher’s immediate responsiveness to children’s ideas and interests and their development of a ‘repertoire’ of different forms of talk for different purposes in learning science was crucial. Through the development of case studies using qualitative approaches including transcription and analysis of classroom talk we examine how teachers have developed their practice and we argue that ‘sustained scientific dialogues’ play a key role in the development of creative pedagogies.

Item Type: Conference or Workshop Item (Paper)
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Keywords: early years, primary science, dialogic, creativity
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Institute for Education
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Date Deposited: 14 Jan 2016 14:48
Last Modified: 08 Apr 2016 12:16
References: Alexander R. J. (2010) Children, their World, their Education Final Report and Recommendations of the Cambridge Primary Review London: Routledge Alexander, R. J. (2008) Towards Dialogic Teaching Rethinking Classroom Talk (4th Edition). Cambridge: Dialogos. Bakhtin, M. M. (1981) The Dialogic Imagination: Four Essays by M.M. Bakhtin, Ed. Micheals Holquist, trans. Caryl Emerson and Micheal Holquist. Austin: University of Texas Press. Davies, D. (2011) Teaching Science Creatively. Abingdon: Routledge Department for Education (2013) Science Programmes of study for Key Stages 1-2 http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/b00220600/consultation-national-curriculum-pos/draft-pos-subjects (accessed 28/0213) McCulloch, J. (2011) Subject to change: should primary schools structure learning around subjects or themes? London: Pearson Centre for Policy and Learning. McMahon, K. (2012) Case Studies of Interactive Whole Class Teaching in Primary Science: Communicative Approach and Pedagogic Purposes. International Journal of Science Education 34:11 1687-1708 Mortimer, E.F. and Scott, P. (2003) Making Meaning in Secondary Science Lessons. Maidenhead; Philadelphia: Open University Press. Siraj-Blatchford, I., Taggart, B. Sylva, K., Sammons, P., Melhuish, E. (2008) Towards the transformation of practice in early childhood education: the effective provision of pre?school education (EPPE) project. Cambridge Journal of Education 38:1 23-36. Siraj-Blatchford I., Sylva, K., Muttock, S., Gilden, R. and Bell, D. (2002). Researching Effective Pedagogy in the Early Years. Department of Education and Skills Research Report RR 356. Norwich: DfES. p. 24. Stake, R. (1995) The Art of Case Study Research. London: Sage. Stylianidou, F., Compton, C. Glauert, E. Craft, A., Cremin, T., Havu-Nuutinen, S. (2014) Creative Little Scientists Creativity in Science and mathematics Education for Young children: Executive summary http://www.creative-little-scientists.eu/sites/default/files/Creativity_in_Science_and_Mathematics_Education.pdf (accessed 28/01/15) Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
URI: http://researchspace.bathspa.ac.uk/id/eprint/6813
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