This
article
explores
a
conversation
between
student
teacher
(ST)
and
three-year-old
child
regarding
slug,
using
an
eclectic
variety
of
Conversation
Analysis.
The
is
selected
as
extreme
case
from
the
complete
video
material
for
PhD
thesis.
Through
analysis
interpretation,
describes
discusses
importance
adult
taking
dialogic
stance
to
support
concept
learning
emergent
science,
even
when
child's
verbal
participation
initially
limited.
research
question
is:
How
can
adults
science
young
children
through
dialogue
contributions
are
limited?
shows
that
ST
takes
by
sharing
interest
in
slug
mirroring
body
language
glances,
acknowledging
contributions,
asking
questions
providing
information
and,
most
importantly,
wait
time.
Center for Educational Policy Studies Journal,
Год журнала:
2023,
Номер
unknown
Опубликована: Ноя. 3, 2023
This
paper
aims
to
investigate
the
systematic
use
of
an
inquiry-based
learning
approach
in
science
by
using
inquiry
boxes
for
preschool
children.
We
prepared
four
thematic
areas
magnetism
and
buoyancy,
separation
substances,
weighing
objects,
investigation
substances.
The
research
sample
consisted
twenty
children
aged
five
years.
Ten
from
experimental
group
explored
material
photo-type
instructions
on
instructional
cards
over
a
period
weeks.
Comparative
test
results
control
show
that
progressed
both
content
knowledge
better-developed
process
skills.
find
develop
autonomy
skills
such
as
classifying,
ordering,
through
guided
with
help
boxes.
In
doing
so,
increasing
within
each
set
tasks
chosen
skill.
this
manner,
practices
allow
build
knowledge.
They
can
apply
they
have
learned
new
instead
teaching
processes
isolated
individually
is
therefore
recommended
proven
didactic
tool
developing
European Journal of Education and Pedagogy,
Год журнала:
2022,
Номер
3(3), С. 191 - 198
Опубликована: Июнь 13, 2022
South
Africa
consistently
lags
behind
other
nations
on
international
benchmarking
tests
of
literacy,
mathematics
and,
especially,
science
as
illustrated
in
the
low
achievement
outcomes
Progress
International
Reading
Literacy
Study
(PIRLS)
and
Trends
Mathematics
Science
(TIMSS)
tests.
Research
21st
century
has
shown
that
learning
at
an
early
age
is
a
predictor
scientific
literacy
later
life.
The
impacted
by
several
variables,
however,
one
important
aspect
students’
failure
to
acquire
reasoning
skills
lies
how
they
are
taught
science.
Drawing
work
Vygotsky,
Hedegaard,
Freire,
Feuerstein,
this
paper
reports
intervention
using
novel
pedagogical
model
teach
grade
two
classrooms.
A
comparative
case
study
presented
where
teacher
trained
not
use
model.
Both
teachers
same
school
demographics
children
separate
classes
studied
similar.
Findings
indicate
used,
uses
more
scientific,
abstract
concepts
her
lesson;
she
links
children’s
everyday
perhaps
most
significantly,
illustrates
students
why
must
learn
content
teaching
them.
This
article
explores
a
conversation
between
student
teacher
(ST)
and
three-year-old
child
regarding
slug,
using
an
eclectic
variety
of
Conversation
Analysis.
The
is
selected
as
extreme
case
from
the
complete
video
material
for
PhD
thesis.
Through
analysis
interpretation,
describes
discusses
importance
adult
taking
dialogic
stance
to
support
concept
learning
emergent
science,
even
when
child's
verbal
participation
initially
limited.
research
question
is:
How
can
adults
science
young
children
through
dialogue
contributions
are
limited?
shows
that
ST
takes
by
sharing
interest
in
slug
mirroring
body
language
glances,
acknowledging
contributions,
asking
questions
providing
information
and,
most
importantly,
wait
time.
