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Course Details
| Course Department: | Department of Education |
|---|---|
| Course Code: | EDU 435 |
| Course Title: | Teaching Natural Sciences in Pre-Primary School |
| Number of ECTS: | 6 |
| Level of Course: | 1st Cycle (Bachelor's Degree) |
| Year of Study (if applicable): | 3rd year |
| Semester/Trimester when the Course Unit is Delivered: | Spring Semester |
| Name of Lecturer(s): | Marios Papaevripidou (Special Teaching staff) |
| Lectures/Week: | 2 (1.5 hours per lecture) |
| Laboratories/week: | -- |
| Tutorials/Week: | 1 (1.5 hours per lecture) |
| Course Purpose and Objectives: |
To help students: Develop familiarity with a variety of approaches to teaching and learning in the Kindergarten with emphasis on helping children enrich their experiences with natural phenomena and interact verbally using observation an experimentation as a starting base. Acquire experience with interaction with children in the early years in the context of activities relating to the natural and artificial environment. Develop self-confidence in selecting and enacting activities with emphasis on free exploration of natural phenomenal and on developing the attitudes and practices that are characteristic of the sciences. Develop an interest in observing children and collecting evidence on learning of individual children and of children working in groups. |
| Learning Outcomes: |
Students develop familiarity with the basic attributes, potentials and capabilities of children in their 3rd, 4th and 5th year in relation to free exploration of natural and artificial phenomena, collaboration with other children and participation in classroom discourse on newly acquired experiences. Student gain first experiences in enacting activities and lessons in the Kindergarten (working with individual children and whole classrooms). Students become familiar with an approach to planning, enacting and evaluating science lessons and other forms of teaching in the kindergarten. The develop self-confidence in selecting and implementing activities from a variety of sources. Students learn to use protocols and instruments for observing children, for representing classroom discourse and for documenting classroom knowledge as it evolves. |
| Prerequisites: | Not Applicable |
| Co-requisites: | Not Applicable |
| Course Content: |
Aims and Objectives for Science in Early Childhood. Teaching approaches and evidence for learning in the Kindergarten: free exploration of phenomena, structured observation, inquiry-oriented learning. Planning, enacting and evaluating teaching-learning activities for science in early childhood. The role of the teacher. Reasoning and discourse strategies. Scientific practices and skills. Representations and scaffolds to promote classroom discourse in early childhood. Enriching children’s experiences with natural phenomena. Emergent scientific thinking. |
| Teaching Methodology: | Interactive Lectures Structured collaborative group work in the Lab Assignments place emphasis on collaboration with young children in the context of science activities. |
| Bibliography: |
Basic Books 1. C. P. Constantinou, G. Feronymou, Ε. Kyriakidou, Chr. Nikolaou Natural Science in the Kindergarten: Teachers’ Resource (in Greek). Cyprus Ministry of Education and Culture, Nicosia, 3rd edition, 2010. 2. K. Ravanis Natural Science in the Early Years (in Greek). Typotheto Publishers, 1999 3. G. Hadjigeorgiou Physics through the eyes of young children (in Greek). Gregoris Publishers, 1999 Supplementary Books 4. A National Curriculum for the Early Years Angela Anning (editor) Open University Press 5. Science Experiences for the Early Childhood Years Jean D. Harlan Macmillan Publishing Company Fifth Edition 6. Science and Technology in the Early Years Naima Brown (editor) Open University Press 7. Investigating Science with Young Children Rosemary Althouse Teachers College Press 8. Exploring Science in Early Childhood: A Developmental Approach Karen K. Lind Delmar Publishers Inc. 9. Physical Science in Early Childhood C. Woodard and R. Davitt Charles C. Thomas Publisher 10. Learning Through Play: Curriculum and Activities for the Inclusive Classroom K. J. Dolinar, C. Boser and E. Holm. Delmar Publishers Inc. 11. Starting Inquiry-Based Science in the Early Years Sue Dale Tunnicliffe Routledge |
| Assessment: | -Classroom implementation and evaluation of lessons (in groups of 2) (25%) Science Fair (25%) Development / Adaptation of teaching-learning activities (20%) Written Examination (30%) |
| Language of Instruction: | Greek |
| Delivery Mode: | Face-To-Face |
| Work Placement(s): | Not Applicable |