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