Science in early childhood education: the perception of Spanish teachers during initial training
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Science in early childhood education: the perception of Spanish teachers during initial training

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Science in early childhood education: the perception of Spanish teachers during initial training

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dc.contributor.author Cantó Doménech, José
dc.contributor.author de Pro, Antonio
dc.contributor.author Solbes Matarredona, Jordi
dc.date.accessioned 2020-01-20T18:44:51Z
dc.date.available 2020-01-20T18:44:51Z
dc.date.issued 2019
dc.identifier.uri https://hdl.handle.net/10550/72659
dc.description.abstract Science teaching is present in the curriculum at all levels of education. However, little research has been done into what content is taught, how it is taught and what pupils actually learn at the pre-primary stage. In this paper, we will study student teachers' perception about what science teaching is being carried out in Second Cycle of Childhood Education classrooms (3-4-5 years). Using their experiences from teaching practice, a number of pre-school education degree students have ompleted a questionnaire through which to understand better the educational reality under study. The results reveal the limited attention given to certain content areas and the absence of key activities through which to learn science at these ages. Lastly, attention is given to needs in teacher training, both initial and in practice
dc.language.iso eng
dc.relation.ispartof Journal of Emergence Science, 2019, vol. 16, p. 5-12
dc.rights.uri info:eu-repo/semantics/openAccess
dc.source Cantó, José de Pro, Antonio Solbes Matarredona, Jordi 2019 Science in early childhood education: the perception of Spanish teachers during initial training Journal of Emergence Science 16 5 12
dc.subject Educació infantil
dc.subject Ciència Ensenyament
dc.title Science in early childhood education: the perception of Spanish teachers during initial training
dc.type info:eu-repo/semantics/article
dc.date.updated 2020-01-20T18:44:51Z
dc.identifier.idgrec 135787

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