From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science

Autores
Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia; Jarvis, Diana
Año de publicación
2017
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study aimed to understand the process of implementing an early years inquiry-based science unit, focusing on the challenges teachers faced. A two-month professional development programme was implemented in two preschool classrooms. Two teachers with no inquiry-based science experience were provided with structured curriculum units and weekly pedagogical coach. Teachers observed coach-led model lessons (which were filmed and used during subsequent training) before implementing four 30-min lessons. Lessons and teacher interviews post-programme were filmed and their verbatim transcriptions analysed. Overall, teachers executed most basic elements from the units, providing students with opportunities to engage in scientific explorations. However, they struggled to use the activities for the collective construction of knowledge and development of scientific skills. Analysis of student?teacher dialogues shows that teachers rarely used student inputs to articulate prior knowledge with new concepts or to inform teaching, sometimes constructing misleading ideas about the nature of science as a result.
Fil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Luzuriaga, Mariana. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Taylor, Inés. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Podestá, María Eugenia. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Jarvis, Diana. Universidad de San Andrés. Escuela de Educación; Argentina
Materia
Coaching
Early Years
Science Education
Structured Curriculum Unit
Teacher Training
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/41251
Acceder
id CONICETDig_6440c54cfa53b50c7997771c9b589a96
oai_identifier_str oai:ri.conicet.gov.ar:11336/41251
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based scienceFurman, Melina GabrielaLuzuriaga, MarianaTaylor, InésPodestá, María EugeniaJarvis, DianaCoachingEarly YearsScience EducationStructured Curriculum UnitTeacher Traininghttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5This study aimed to understand the process of implementing an early years inquiry-based science unit, focusing on the challenges teachers faced. A two-month professional development programme was implemented in two preschool classrooms. Two teachers with no inquiry-based science experience were provided with structured curriculum units and weekly pedagogical coach. Teachers observed coach-led model lessons (which were filmed and used during subsequent training) before implementing four 30-min lessons. Lessons and teacher interviews post-programme were filmed and their verbatim transcriptions analysed. Overall, teachers executed most basic elements from the units, providing students with opportunities to engage in scientific explorations. However, they struggled to use the activities for the collective construction of knowledge and development of scientific skills. Analysis of student?teacher dialogues shows that teachers rarely used student inputs to articulate prior knowledge with new concepts or to inform teaching, sometimes constructing misleading ideas about the nature of science as a result.Fil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Luzuriaga, Mariana. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Taylor, Inés. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Podestá, María Eugenia. Universidad de San Andrés. Escuela de Educación; ArgentinaFil: Jarvis, Diana. Universidad de San Andrés. Escuela de Educación; ArgentinaRoutledge2017-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/41251Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia; Jarvis, Diana; From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science; Routledge; Early Years; 10-2017; 1-180957-51461472-4421CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1080/09575146.2017.1389856info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/09575146.2017.1389856info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:53:11Zoai:ri.conicet.gov.ar:11336/41251instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:53:11.488CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
title From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
spellingShingle From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
Furman, Melina Gabriela
Coaching
Early Years
Science Education
Structured Curriculum Unit
Teacher Training
title_short From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
title_full From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
title_fullStr From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
title_full_unstemmed From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
title_sort From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science
dc.creator.none.fl_str_mv Furman, Melina Gabriela
Luzuriaga, Mariana
Taylor, Inés
Podestá, María Eugenia
Jarvis, Diana
author Furman, Melina Gabriela
author_facet Furman, Melina Gabriela
Luzuriaga, Mariana
Taylor, Inés
Podestá, María Eugenia
Jarvis, Diana
author_role author
author2 Luzuriaga, Mariana
Taylor, Inés
Podestá, María Eugenia
Jarvis, Diana
author2_role author
author
author
author
dc.subject.none.fl_str_mv Coaching
Early Years
Science Education
Structured Curriculum Unit
Teacher Training
topic Coaching
Early Years
Science Education
Structured Curriculum Unit
Teacher Training
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study aimed to understand the process of implementing an early years inquiry-based science unit, focusing on the challenges teachers faced. A two-month professional development programme was implemented in two preschool classrooms. Two teachers with no inquiry-based science experience were provided with structured curriculum units and weekly pedagogical coach. Teachers observed coach-led model lessons (which were filmed and used during subsequent training) before implementing four 30-min lessons. Lessons and teacher interviews post-programme were filmed and their verbatim transcriptions analysed. Overall, teachers executed most basic elements from the units, providing students with opportunities to engage in scientific explorations. However, they struggled to use the activities for the collective construction of knowledge and development of scientific skills. Analysis of student?teacher dialogues shows that teachers rarely used student inputs to articulate prior knowledge with new concepts or to inform teaching, sometimes constructing misleading ideas about the nature of science as a result.
Fil: Furman, Melina Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Luzuriaga, Mariana. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Taylor, Inés. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Podestá, María Eugenia. Universidad de San Andrés. Escuela de Educación; Argentina
Fil: Jarvis, Diana. Universidad de San Andrés. Escuela de Educación; Argentina
description This study aimed to understand the process of implementing an early years inquiry-based science unit, focusing on the challenges teachers faced. A two-month professional development programme was implemented in two preschool classrooms. Two teachers with no inquiry-based science experience were provided with structured curriculum units and weekly pedagogical coach. Teachers observed coach-led model lessons (which were filmed and used during subsequent training) before implementing four 30-min lessons. Lessons and teacher interviews post-programme were filmed and their verbatim transcriptions analysed. Overall, teachers executed most basic elements from the units, providing students with opportunities to engage in scientific explorations. However, they struggled to use the activities for the collective construction of knowledge and development of scientific skills. Analysis of student?teacher dialogues shows that teachers rarely used student inputs to articulate prior knowledge with new concepts or to inform teaching, sometimes constructing misleading ideas about the nature of science as a result.
publishDate 2017
dc.date.none.fl_str_mv 2017-10
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/41251
Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia; Jarvis, Diana; From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science; Routledge; Early Years; 10-2017; 1-18
0957-5146
1472-4421
CONICET Digital
CONICET
url http://hdl.handle.net/11336/41251
identifier_str_mv Furman, Melina Gabriela; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia; Jarvis, Diana; From inception to implementation: an Argentine case study of teachers enacting early years inquiry-based science; Routledge; Early Years; 10-2017; 1-18
0957-5146
1472-4421
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/09575146.2017.1389856
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/09575146.2017.1389856
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1842269206843752448
score 13.13397

Publicaciones similares