Conclusion
These preliminary findings have implications for the effective inservicing of early childhood and primary teachers in the science and technology areas. They are also likely to have implications for preservice courses. The research findings indicate that teachers can overcome their often negative views of science and of science teaching. Factors significant in this process appear to be: firstly, and most importantly, experience by the teachers of support and acceptance as they begin—often anxiously-their explorations of science, science teaching and learning.
Secondly, teachers begin their investigations in a context with which they are familiar, from the point “where they are at” and hence from which they can develop their investigations in directions they perceive to be the most fruitful. Thirdly, the sharing of explorations, reflections and progress amongst group members encourages the teachers to clarify and justify their own directions and perspectives, to learn of others' journeys, and to receive affirmation of their own learning. it is clear that this complex process cannot be hurried: inservicing teachers in an area that has been so neglected in the school curriculum requires an approach that fully recognises this.
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References
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Kirkwood, V., Bearlin, M. & Hardy, T. New approaches to the inservice education in science and technology of primary and early childhood teachers (or mum is not dumb after all!). Research in Science Education 19, 174–186 (1989). https://doi.org/10.1007/BF02356857
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DOI: https://doi.org/10.1007/BF02356857