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991.
992.
D. Michael Malone 《Early Childhood Education Journal》2008,35(6):531-542
The purpose of this paper is to describe a Personal Learning Plan method used in undergraduate early childhood education courses
as a specific case of learner-centered, inquiry-based instruction. A rationale for this approach to instruction, the instructional
context in which the specific method was developed and used, the method framework (i.e., preliminary and final plans, activities,
products, and reflections), and the evaluation process will be discussed. Finally, a discussion of the perceived benefits
and challenges of the method as it has been implemented will be presented. 相似文献
993.
We believe that science journals can be used in the preschool classroom as tools for supporting and assessing children’s learning
of science- and literacy-relevant content and procedures. To support this argument, we review changes in attitudes about the
cognitive competencies of preschoolers and in teaching and learning expectations for early childhood education. We describe
practical aspects of using science notebooks with this age group and discuss specific ways that journals support children’s
learning. Finally, the role of journals in assessment is discussed. 相似文献
994.
Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2008,35(5):451-456
In the current age of academic rigor, standards and accountability, the fostering of caring relationships in the classroom
may not always be a priority. Expressing care for another person is a skill that can be taught and nurtured through a supportive
educational environment. Sociodrama encourages each of its participants to develop self-confidence and self-expression through
risk-taking and exploration in activities that explore real life personal feelings and situations. By using sociodrama as
a means for exploring issues in the classroom it is possible to celebrate participants’ individuality and to create caring
and nurturing relationships among educators and students. This article examines the research describing the benefits of including
sociodrama in the elementary curriculum. 相似文献
995.
Martha Lash 《Early Childhood Education Journal》2008,36(1):33-38
This study reflects a naturalistic, interpretive 5-month study in a public school morning kindergarten regarding the children’s
social development and creation of a peer culture during the transitional months into public education. The main focus of
the research was the children’s perspectives on these transitions and their evolving classroom community and peer culture
in response to the teacher, classroom and school environment. This study captures the dynamic and complex flow of activity
that occurs in classrooms, the give and take of relationships, and the agency that children take in developing peer culture
as one piece of community. Elements of the peer culture that are foregrounded include secondary adjustments as realized in
clean-up strategies, protecting play materials over time, and hypothetical competition with the afternoon kindergarten class. 相似文献
996.
997.
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Lena Löfgren Gustav Helldén 《International Journal of Science and Mathematics Education》2008,6(3):481-504
In order to develop successful teaching approaches to transformations of matter, we need to know more about how young students
develop an understanding of these processes. In this longitudinal study, we followed 25 students from 7 to 13 years of age
in their reasoning about transformations of matter. The questions addressed included how the students’ understanding of transformations
of matter changed and how we can make sense of individual learning pathways. In interviews performed once or twice every year
the students described and explained three situations: fading leaves left on the ground, a burning candle, and a glass of
water covered with a glass plate on which some mist had formed. When analysing the interviews, we found a common pathway of
how the students’ ideas changed over the years in each one of the situations. When analysing individual student’s interviews
with Ausubel’s assimilation theory we could discern subordinate, superordinate and combinatorial learning. How these findings
can contribute to an improvement of teaching about transformations of matter is discussed. 相似文献
1000.