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Science Primary School

Introducing Science in Primary School (3-5 yr).

Should Science be Taught in Early Childhood?  From our experience the answer is absolutely affirmative.

Everything is made of atoms.

(4 year old child's painting)


We can summarize, in agreement with important works (*) carried out on this topic, our reasons for exposing young children to science as follows:

1. Children naturally enjoy observing and thinking about nature. Because of their innate curiosity, children eagerly embrace all types of science activities. What makes children particularly ready for science is this intrinsic motivation which refers to doing an activity for its inherent satisfaction rather than for some separable consequences. Some may say children just play during these science activities; however play is the leading factor for the development of relationships between objects, meanings, and imaginations. This is one of the most important arguments for including science in primary schools.

2.- Development of attitudes toward science starts at the early stages of life. Exposing students to science in environments where they can enjoy science develops positive attitudes towards science.

3.- Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way.

4.- Since teaching science involves introducing the learner to the social language of school science the use of scientifically informed language at an early age influences the eventual development of scientific concepts.

5.- Children can understand scientific concepts and reason scientifically: Though there is no consensus on whether or not small children can think scientifically or whether they are mature enough to understand (abstract) scientific concepts, some research indicates that even younger children show the ability to think scientifically and they are able to think about even complex concepts.

6.- Science is an efficient means for developing scientific thinking: It is essential to encourage students to develop scientific modes of explanations and modelling and to develop the science process skills from the earliest school age. In this way we are decisively contributing to the integral development of the children.

With our Website we pretend to show how different science topics can be taken to primary schools (early childhood) classroom: light, magnetism, atoms, etc.

(*) Haim Eshach (2006). Science Literacy in Primary Schools and Pre-Schools. Springer, Dordrecht, The Netherlands. ISBN 1-4020-4641-3

(*) 2007 Moment, Eurasia J. Math. Sci. & Tech. Ed., 3(2), 167-169


 

AUTHORS


WORKING GROUP

Silvia González Vilariño

Sandra Otero Lemos

Sandra Real Nimo

Laura Valiño Lemos

Mª Dolores Vázquez

Mª Ángeles Vidal López

AWARDS


"XOGANDO COA LUZ"

1º PREMIO DA IV EDICIÓN PREMIOS EDUCACOMPOSTELA, SANTIAGO 2008.

"UNHA OLLADA CARA O PASADO"

2º PREMIOS Mª BARBEITO INNOVACIÓN E EXPERIENCIA PEDAGÓXICA, SANTIAGO 2009.

"LLEVANDO LA CIENCIA A LA EDUCACIÓN INFANTIL"

MENCIÓN DE HONOR. CIENCIA EN ACCIÓN EDICIÓN 10, GRANADA 2009.

LINKS


Pagciencia

Lamap

Cienciacreativa

Escolares

Cienciart

El poema de los átomos

Monumento al átomo

Experimentos de física

Tsunami


© Angeles Vidal & Ramon Cid - vidal@edu.xunta.es 

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