Process-Oriented Inquiry— A Constructivist Approach to Early Childhood Science Education: Teaching Teachers to Do Science

Department

Elementary and Early Childhood Education

Document Type

Article

Publication Date

Fall 2005

Abstract

Process-oriented inquiry can help preservice and inservice early childhood teachers implement constructivist science education in their own classrooms. In this article, we discuss the basic elements of process-oriented inquiry applied to early childhood science education, show how we foster the development of process-oriented inquiry teaching skills with our preservice early childhood education students, and argue that the validity of children's conclusions is more important than right or wrong answers.

Journal Title

Journal of Elementary Science Education

Journal ISSN

1090-185X

Volume

17

Issue

2

First Page

13

Last Page

16

Digital Object Identifier (DOI)

10.1007/BF03174678

Comments

Martin, D., Jean-Sigur, R., & Schmidt, E. (2005). Process-oriented inquiry--A constructivist approach to early childhood science education: Teaching teachers to do science. Journal of Elementary Science Education, 17(2), 13-26.

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