期刊名称：Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education
印刷版ISSN：1307-6086
出版年度：2012
卷号：6
期号：2
页码：1-26
出版社：Necatibey Faculty of Education
摘要：Research studies suggest that children have a tendency to make observations of and think about nature, and this inclination should be supported by effective science learning experiences during the early years. Early childhood teachers play a vital role in providing rich and effective science learning experiences for children. However, early childhood teachers usually have limited experiences in learning and teaching science. Due to their limited experiences, this group of teachers typically lacks confidence in designing and implementing quality science learning experiences for young children as well as developing their own science and pedagogical content knowledge. These limitations underscore the importance of raising teachers' awareness about the critical role of science education during the early years. This paper offers a model foran undergraduate science methods course for pre-service early childhood teachers. Suggestions are made on how to improve pre-service early childhood teachers' science and pedagogical content knowledge, and strategies to support the development of their affective and cognitive domains are provided
