Teaching science through stories: mounting scientific enquiry

References

• Allchin, D. (2012). Teaching the nature of science through scientific error. Science Education, 96, 904–926. doi: 10.1002/sce.21019
   Web of Science ®Google Scholar
• Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98(3), 461–486. doi: 10.1002/sce.21111
   Web of Science ®Google Scholar
• Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2014). ASPIRES. Young people’s science and career aspirations, age 10–14. London: Kings College.
   Google Scholar
• Ault, C. R., & Dodick, J. (2010). Tracking the footprints puzzle: The problematic persistence of science-as-process in teaching the nature and culture of science. Science Education, 94(6), 1092–1122. doi: 10.1002/sce.20398
   Web of Science ®Google Scholar
• Australian Academy of Science. (2013). Science by doing: Engaging students with science. Enquiry based learning. [Online]. Retrieved from https://www.sciencebydoing.edu.au/portal/teacher/teacher-guide.html#footerMenu
   Google Scholar
• Blake, E., & Howitt, C. (2015). Developing pedagogical practices for science teaching and learning with 3 and 4-year-old children. In C. Campbell, W. Jobling, & C. Howitt (Eds.), Science in early childhood (pp. 101–111). Cambridge: Cambridge University Press.
   Google Scholar
• Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness (Vol. 5, pp. 88–98). Colorado Springs, CO: BSCS.
   Google Scholar
• Cambell, C., & Chealuck, K. (2015). Approaches to enhance science learning. In C. Campbell, W. Jobling, & C. Howitt (Eds.), Science in early childhood (pp. 67–84). Cambridge: Cambridge University Press.
   Google Scholar
• Carlson, T. D., & Erickson, M. J. (2001). Honoring and privileging personal experience and knowledge: Ideas for a narrative therapy approach to the training and supervision of new therapists. Contemporary Family Therapy, 23(2), 199–220. doi: 10.1023/A:1011150303280
   Web of Science ®Google Scholar
• Chin, C. C., Yang, W. C., & Tuan, H. L. (2016). Argumentation in a socioscientific context and its influence on fundamental and derived science literacies. International Journal of Science and Mathematics Education, 14(4), 603–617. doi: 10.1007/s10763-014-9606-1
   Web of Science ®Google Scholar
• Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463–494. doi: 10.1007/s11191-005-4846-7
   Google Scholar
• Coll, S. D., & Treagust, D. (2018). Blended learning environment: An approach to enhance students’s learning experiences outside school (LEOS). MIER Journal of Educational Studies, Trends and Practices, 7(2), 121–134.
   Web of Science ®Google Scholar
• Craft, A. (2002). Creativity and early years education: A life wide foundation. London: Continuum.
   Google Scholar
• Cremin, T., Glauert, E., Craft, A., Compton, A., & Stylianidou, F. (2015). Creative little scientists: Exploring pedagogical synergies between inquiry-based and creative approaches in early years science. Education 3-13, 43(4), 404–419. doi: 10.1080/03004279.2015.1020655
   Web of Science ®Google Scholar
• Daniel, G. R. (2016). Parents’ experiences of teacher outreach in the early years of schooling. Asia Pacific Journal of Education, 36(4), 559–569. doi: 10.1080/02188791.2015.1005051
   Web of Science ®Google Scholar
• D'Arcangelo, M. (2000). The scientist in the crib: A conversation with Andrew Meltzoff. Educational Leadership, 58(3), 8–13.
   Google Scholar
• DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582–601. doi: 10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
   Web of Science ®Google Scholar
• Department for Education. (2012). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. Retrieved from https://www.foundationyears.org.uk/files/2014/05/eyfs_statutory_framework_march_2012.pdf
   Google Scholar
• Department for Education. (2015). Statutory guidance: National curriculum in England: science programmes of study. Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study
   Google Scholar
• Department for Education. (2017). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. Retrieved from https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf
   Google Scholar
• Devi, A., Fleer, M., & Li, L. (2018). ‘We set up a small world’: Preschool teachers’ involvement in children’s imaginative play. International Journal of Early Years Education, 26(3), 295–311. doi: 10.1080/09669760.2018.1452720
   Web of Science ®Google Scholar
• DeWitt, J., Osborne, J., Archer, L., Dillon, J., Willis, B., & Wong, B. (2013). Young children’s aspirations in science: The unequivocal, the uncertain and the unthinkable. International Journal of Science Education, 35, 1037–1063. doi: 10.1080/09500693.2011.608197
   Web of Science ®Google Scholar
• Dockett, S., & Fleer, M. (2002). Play and pedagogy in early childhood: Bending the rules. Melbourne: Thomson.
   Google Scholar
• Eisenkraft, A. (2003). Expanding the 5E model. Science Teacher-Washington, 70(6), 56–59.
   Google Scholar
• Egan, K. (2010). Learning in depth: A simple innovation that can transform schooling. Chicago: University of Chicago Press.
   Google Scholar
• Egan, K., Cant, A. I., & Judson, G. (Eds.). (2013). Wonder-full education: The centrality of wonder in teaching and learning across the curriculum. New York and London: Routledge.
   Google Scholar
• Egan, K., & Madej, K. (2009). Learning in depth: Students as experts. Education Canada, 49(2), 18–23.
   Google Scholar
• European Commission. (2007). European commission science education now: A renewed pedagogy for the future of Europe. [Online]. Retrieved from http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf
   Google Scholar
• Gentner, D., & Colhoun, J. (2008). Analogical processes in human thinking and learning. In B. Glatzeder, V. Goel, & A. Muller (Eds.), Towards a theory of thinking (pp. 35–48). Berlin: Springer.
   Google Scholar
• Gil, E. (2014). The creative use of metaphor in play and art therapy with attachment problems. In C. A. Malchiodi & D. A. Crenshaw (Eds.), Creative arts and play therapy for attachment problems (pp. 159–177). New York, NY: Guilford Publications.
   Google Scholar
• Goswami, U., & Bryant, P. (2007). Children’s cognitive development and learning. Retrieved from https://www.cne.psychol.cam.ac.uk/pdfs/publication-pdfs/Primary_Review_2-1a_report_CogDevLearn_Goswami-Bryant_2007.pdf
   Google Scholar
• Hakkarainen, P. (2004). Narrative learning in the fifth dimension. Outlines. Critical Practice Studies, 6(1), 5–20.
   Google Scholar
• Hakkarainen, P., Brėdikytė, M., Jakkula, K., & Munter, H. (2013). Adult play guidance and children's play development in a narrative play-world. European Early Childhood Education Research Journal, 21(2), 213–225. doi: 10.1080/1350293X.2013.789189
   Web of Science ®Google Scholar
• Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts of science: Impact on confidence and teaching. International Journal of Science Education, 19(1), 93–105. doi: 10.1080/0950069970190107
   Web of Science ®Google Scholar
• Haury, D. L. (2002). Fundamental skills in science: Observation. Columbus, OH: Clearinghouse for Science Mathematics and Environmental Education. ERIC Document Reproduction Service No. ED478714).
   Google Scholar
• Hepworth, M., & Walton, G. (2009). Teaching information literacy for enquiry-based learning. Oxford: Chandos Publishing.
   Google Scholar
• Hewlett, C. (2016). Why use Fiction? In teaching science in the primary classroom. [Online]. Retrieved from https://books.google.co.uk/books?hl=en&lr=&id=3T1DCgAAQBAJ&oi=fnd&pg=PT135&dq=science+fiction+ofsted&ots=r5xYO-HVGJ&sig=IRulqL-54TGrW7TKkPk_kzNUSG0#v=onepage&q&f=false
   Google Scholar
• Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347–1362. doi: 10.1080/09500690601007549
   Web of Science ®Google Scholar
• Howe, N., Della Porta, S., Recchia, H., Funamoto, A., & Ross, H. (2015). “This bird can’t do it ‘cause this bird doesn’t swim in water”: Sibling teaching during naturalistic home observations in early childhood. Journal of Cognition and Development, 16(2), 314–332. doi: 10.1080/15248372.2013.848869
   Web of Science ®Google Scholar
• Hutchings, W. (2007). Enquiry-based learning: Definitions and rationale. Manchester: Centre for Excellence in Enquiry-Based Learning.
   Google Scholar
• Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14(1), 1–12. doi: 10.1187/cbe.14-08-0129
   Web of Science ®Google Scholar
• Justice, C., Warry, W., Cuneo, C., Inglis, S., Miller, S., Rice, J., & Sammon, S. (2002). A grammar for enquiry: Linking goals and methods in a collaboratively taught social sciences enquiry course. The Alan Blizzard Award Paper: The Award Winning Papers.
   Google Scholar
• Kambouri, M. (2016). Investigating early years teachers’ understanding and response to children's preconceptions. European Early Childhood Education Research Journal, 24(6), 907–927. doi: 10.1080/1350293X.2014.970857
   Web of Science ®Google Scholar
• Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided enquiry: Learning in the 21st century: Learning in the 21st century (2nd Ed.). Goleta, CA: ABC-CLIO.
   Google Scholar
• Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138–147.
   Google Scholar
• Lee, H., Yoo, J., Choi, K., Kim, S. W., Krajcik, J., Herman, B. C., & Zeidler, D. L. (2013). Socioscientific issues as a vehicle for promoting character and values for global citizens. International Journal of Science Education, 35(12), 2079–2113. doi: 10.1080/09500693.2012.749546
   Web of Science ®Google Scholar
• Lloyd, E., Edmonds, C., Downs, C., Crutchley, R., & Paffard, F. (2017). Talking everyday science to very young children: A study involving parents and practitioners within an early childhood centre. Early Child Development and Care, 187(2), 244–260. doi: 10.1080/03004430.2016.1226355
   Web of Science ®Google Scholar
• Milne, C. (1998). Philosophically correct science stories? Examining the implications of heroic science stories for school science. Journal of Research in Science Teaching, 35(2), 175–187. doi: 10.1002/(SICI)1098-2736(199802)35:2<175::AID-TEA7>3.0.CO;2-P
   Web of Science ®Google Scholar
• Minner, D. D., Levy, A. J., & Century, J. (2010). Enquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. doi: 10.1002/tea.20347
   Web of Science ®Google Scholar
• Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books. Early Childhood Education Journal, 34(1), 67–71. doi: 10.1007/s10643-006-0108-9
   Google Scholar
• Murphy, C., & Beggs, J. (2005). Coteaching as an approach to enhance science learning and teaching in primary schools. Counterpoints, 294, 207–231.
   Google Scholar
• Nespor, J. (1998). The meanings of research: Kids as subjects and kids as inquirers. Qualitative Inquiry, 4(3), 369–388. doi: 10.1177/107780049800400304
   Google Scholar
• Obe, W. H. (2018). The teaching of science in primary schools. London: David Fulton Publishers.
   Google Scholar
• OECD. (2009). PISA 2009 assessment framework. Paris: Author. Retrieved from http://www.oecd.org/pisa/pisaproducts/44455820.pdf
   Google Scholar
• OECD. (2012). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. Paris: Author.
   Google Scholar
• The Office for Standards in Education, Children’s Services and Skills (Ofsted). (2017). Bold beginnings: The reception curriculum in a sample of good and outstanding primary schools. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/663560/28933_Ofsted_-_Early_Years_Curriculum_Report_-_Accessible.pdf
   Google Scholar
• Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177–196. doi: 10.1007/s10972-014-9384-1
   Google Scholar
• Peacock, G., Sharp, J., Johnsey, R., Wright, D., & Sewell, K. (2017). Primary science: Knowledge and understanding. London: Sage.
   Google Scholar
• Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of enquiry-based learning: Definitions and the enquiry cycle. Educational Research Review, 14, 47–61. doi: 10.1016/j.edurev.2015.02.003
   Web of Science ®Google Scholar
• Pernicano, P. (2014). Using Trauma-focused Therapy Stories: Interventions for Therapists, Children, and Their Caregivers. New York, NY: Routledge. doi: 10.4324/9781315856001
   Google Scholar
• Piggott, A. (2014). In your view: What is a good science teacher? Education in Science, 257, 14–15.
   Google Scholar
• Rogers, V. (2012). Early years: Where does science fit in? Primary Science, 123, 28–30.
   Google Scholar
• Salehjee, S. Q. (2017). Making scientists: Developing a model of science identity (Doctoral dissertation). University London, Brunel.
   Google Scholar
• Salehjee, S., & Watts, M. (2018). Models of scientific identity. In S. Pabst (Ed.), Science and technology education: Perspectives, opportunities and challenges (pp. 1–30). Hauppauge, NY: NOVA Science Publishers.
   Google Scholar
• Savery, J. R. (2015). Overview of problem based learning: Definitions and distinctions. In P. A. Ertmer (Ed.), Essential readings in problem-based learning (pp. 5–15). Purdue: Purdue University Press.
   Google Scholar
• Tao, P. K. (2003). Eliciting and developing junior secondary children’ understanding of the nature of science through a peer collaboration instruction in science stories. International Journal of Science Education, 25(2), 147–171. doi: 10.1080/09500690210126748
   Web of Science ®Google Scholar
• Trumbull, D. J., Scarano, G., & Bonney, R. (2006). Relations among two teachers’ practices and beliefs, conceptualizations of the nature of science, and their implementation of student independent inquiry projects. International Journal of Science Education, 28(14), 1717–1750. doi: 10.1080/09500690600560928
   Web of Science ®Google Scholar
• Van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96, 158–182. doi: 10.1002/sce.20467
   Web of Science ®Google Scholar
• Vrasidas, C., Avraamidou, L., Theodoridou, K., Themistokleous, S., & Panaou, P. (2015). Science fiction in education: Case studies from classroom implementations. Educational Media International, 52(3), 201–215. doi: 10.1080/09523987.2015.1075102
   Web of Science ®Google Scholar
• Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919–944. doi: 10.1080/09500690500498351
   Web of Science ®Google Scholar
• Zeidler, D. L., Walker, K. A., Ackett, W. A., & Simmons, M. L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socio-scientific dilemmas. Science Education, 86(3), 343–367. doi: 10.1002/sce.10025
   Web of Science ®Google Scholar