1. “The Scientific Ability of Young Children and the Role of the Teacher in Inquiry-based Learning Karen Worth Kworth@wheelock.edu

2. STEM: Some Definitions  S — Science: Seeking and understanding the natural world  T – Technology: Modification of the natural world to meet human needs and wants  E – Engineering: The profession in which a knowledge of the mathematical and natural sciences is applied with judgment to develop ways to use the materials and forces of nature for the benefit of humans 2

3. STEM Integration Science TechnologyEngineering Math Literacy Art

4. Why STEM for young children? Builds on children’s curiosity and interest

5. Privileged Domains  Much of the research on young children’s learning investigates cognitive development in language, mathematics, and science. Because these appear to be “privileged domains,” that is, domains in which children have a natural proclivity to learn, experiment, and explore, they allow for nurturing and extending the boundaries of the learning in which children are already actively engaged. …Moreover, these activities—important in their own right— can provide opportunities for developing language, reasoning, and social skills that support learning in more academic areas. Eager To Learn: Educating our Preschoolers Barbara T. Bowman, M. Suzanne Donovan, and M. Susan Burns, Editors; Committee on Early ChildhoodP edagogy; National Research Council

6. Why STEM for young children? Builds on children’s curiosity and interest Provides opportunities for children to engage in cognitively challenging motivating learning experiences

7. Taking Science to School “… research shows that children’s thinking is surprisingly sophisticated…. Children can use a wide range of reasoning processes that form the underpinnings of scientific thinking, even though their experience is variable and they have much more to learn.” Executive Summary National Research Council. 2007. Duschl,RA, & Shouse, AW., eds. Washington, Dc: National Academy Press

8. Conclusion Children starting school are surprisingly competent  Children entering school already have substantial knowledge of the natural world much of it implicit.  Young children are NOT concrete and simplistic thinkers, they think abstractly long before coming to school.  Children can use a wide range of reasoning processes that form the underpinnings of scientific thinking Executive Summary National Research Council. 2007. Duschl,RA, & Shouse, AW., eds. Washington, Dc: National Academy Press

9. Why STEM for young children? Builds on children’s curiosity and interest Provides opportunities for children to engage in cognitively challenging and motivating learning experiences Builds a foundation for the development of important STEM concepts

10. Why STEM for young children? Builds on children’s curiosity and interest Provides opportunities for children to engage in cognitively challenging and motivating learning experiences Builds a foundation for the development of important STEM concepts Provides opportunities for the development of important language, social, and physical skills in an authentic context

11. STE Integration Science TechnologyEngineering Math Literacy Art Physical skills Social skills

12. Science Content 12  Thinking and reasoning processes  Carefully selected concepts and topics  Certain basic skills

13. Inquiry Learning Cycle

14. Inquiry Skills  Raise questions  Explore objects, materials, and events  Make careful observations  Describe, compare, sort, classify, and order  Use a variety of simple tools to extend observations

15. Inquiry Skills  Engage in simple investigations  Record observations, explanations, and ideas  Work collaboratively with others; and  Share and discuss ideas and listen to new perspectives

16. Criteria for Subject Matter  Is interesting and engaging  Draws from children’s experience  Can be explored directly  Is open to deep exploration over time  Builds important science concepts  Is developmentally appropriate

17. 17 STEM education at pre-school is important for the country, for teachers, and for children It is a process and some content You know children You value direct experience with stuff You have materials You value the out of doors as a learning environment There are already many opportunities for STEM in your settings Where are we?

18. 18 What does it look like? What are the teachers doing? How does this support children’s STEM learning?

19. What Do Teachers Do in Effective Science Classrooms? Choose appropriate topic and learning goals Set up environment for inquiry Plan a schedule that allows time for exploration and science talks Prepare self by exploring the topic Plan key explorations for children Wheelock College

20. What Do Teachers Do in Effective Science Classrooms? Foster children’s questioning Encourage children’s work and deepen their understanding Observe and assess individual children and the group Wheelock College

21. “Experience is not the best teacher. It sounds like heresy, but when you think about it, it’s reflection on experience that makes it educational.” George Forman Professor Emeritus, University of Massachusetts

22. 22 For further thinking

23. What Do Teachers Do in Effective Science Classrooms? Choose appropriate topic and learning goals Wheelock College

24. Choose appropriate topic and learning goals Is this topic interesting and engaging to children? Does it draw from and connect to their experience? Can the children explore it directly over time through hands-on activity? What are the basic science concepts for children to think about? Are the concepts ones this age group can handle? Wheelock College

25. Choose appropriate topic and learning goals Set up environment for inquiry Wheelock College What Do Teachers Do in Effective Science Classrooms?

26.  Is the area large enough for several groups of children to work together?  Are there other places to work on these ideas?  What materials will focus children’s attention on the science ideas? Set up environment for inquiry Wheelock College

27. What materials should be added and/or removed? Are materials such as markers, paper, and clipboards, which children can use to document and represent their work, accessible? What books and pictures will encourage children’s science explorations? Set up environment for inquiry Wheelock College

28. What Do Teachers Do in Effective Science Classrooms? Choose appropriate topic and learning goals Set up environment for inquiry Plan a schedule that allows time for exploration and science talks Wheelock College

29. Plan a schedule that allows time for exploration and science talks Is the choice/activity time long enough for children’s explorations? Is there enough whole-group time to discuss what children are doing and thinking? Are there several weeks or more to devote to this topic? Wheelock College

30. What Do Teachers Do in Effective Science Classrooms? Choose appropriate topic and learning goals Set up environment for inquiry Plan a schedule that allows time for exploration and science talks Foster children’s questioning Wheelock College

31. Foster Children’s Questions Can this question be explored directly? If so, what is the support and materials children need to continue? Can this question be rephrased so that it can be explored directly? Does this question need to be answered by using resources, such as a book, the Web, or an expert? What resource would be best? Is this question for discussion only? Wheelock College

32. What Do Teachers Do in Effective Science Classrooms? Choose appropriate topic and learning goals Set up environment for inquiry Plan a schedule that allows time for exploration and science talks Foster children’s questioning Encourage children’s work and deepen their understanding Wheelock College

33. Encourage Children’s Work and Deepen their Understanding  What is the child working on and what questions or comments will engage her?  Is this the time for a group discussion and what should the focus be?  How can this child represent his work?  How is the class work best documented?

34. Encourage Children’s Work and Deepen their Understanding Engage children in conversation as they work Challenge children to go deeper Lead group discussions Encourage children to document and represent their work Document what is happening Wheelock College

35. What Do Teachers Do in Effective Science Classrooms? Choose appropriate topic and learning goals Set up environment for inquiry Plan a schedule that allows time for exploration and science talks Foster children’s questioning Encourage children’s work and deepen their understanding Observe and assess individual children and the group Wheelock College

36. Observe and assess individual children and the group Is there a clear set of goals and expectations for science? Is there a plan for systematic assessment? What different assessment strategies are appropriate? How are children’s experiences and thinking, and learning recorded? Wheelock College

37. Observe and assess individual children and the group Observe and document children’s behaviors Collect and document children’s work Question and probe children’s thinking individually and in groups Design embedded assessments Assess what children understand and are able to do. Wheelock College