Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Abstract

Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided.

Acknowledgements

Australian Research Council (Discovery) funding provided the resources for the study reported in this paper. Dick Gunstone was the co‐researcher named on the application. However, due to personal circumstances he was unable to contribute to the part of the study reported in this paper. Importantly, it is acknowledged that Avis Ridgway made an enormous contribution to the project through acting as the main field officer for this study. Carol Linney provided specialist expertise to the project through transcribing video‐tapes and audio‐tapes. The time given by the preschool staff, children and their families is also acknowledged.