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

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S ORCID: 0000-0002-6155-1098 (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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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.

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Keywords: early years, primary science, dialogic, creativity
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: School of Education
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Date Deposited: 14 Jan 2016 14:48
Last Modified: 24 Jan 2023 05:30
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