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Process-oriented inquiry—A constructivist approach to early childhood science education: Teaching teachers to do science

  • David Jerner MartinEmail author
  • Raynice Jean-Sigur
  • Emily Schmidt
Article

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.

Keywords

Early Childhood Teacher 5SES Measurement Early Childhood Science 3CIENCE 4EACHING Early Childhood Science Education 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer 2005

Authors and Affiliations

  • David Jerner Martin
    • 1
    Email author
  • Raynice Jean-Sigur
    • 1
  • Emily Schmidt
    • 1
  1. 1.Department of Elementary and Early Childhood EducationKennesaw State UniversityKennesaw

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