Avoiding “Magical” Thinking in Children: The Case for Teachers’ Science Subject Knowledge

Authors
Abstract

Research on teachers' knowledge in science indicates that those confident in their subject knowledge can provide rich experiences in an integrated learning environment to support children's exploration and inquiry. A learning story illustrates how children's content-related dispositions towards scientific knowledge can be extended.

Downloads
Citation
Hedges, H. (2003). Avoiding “Magical” Thinking in Children: The Case for Teachers’ Science Subject Knowledge. Early Childhood Folio, 7, 2–7. https://doi.org/10.18296/ecf.0233
Purchase the full text download for this article or subscribe
NZ$25.00