Poster #17 - Guiding Preschoolers' Science Learning Through Dialogic Teaching: A Case Study

• In Event: 35.081 - MTCC Poster Session Eight
  In Poster Session: 35.081-2 - Early Childhood Poster Session 2

Abstract

The purpose of this study is to have an in-depth understanding of how a preschool teacher guided her students to learn science through dialogic teaching. The research questions include what kinds of science learning occurred in the preschool classroom and how the teacher implemented dialogic teaching in guiding preschoolers’ science learning. The findings of this study demonstrated that preschoolers’ science learning should cover both understanding of the content of science curriculum and comprehension of inquiry and proved the feasibility of dialogic teaching in early childhood science instruction through various talk patterns and approaches and the creation of supporting environment.

Authors

• Bin Lin, University at Buffalo - SUNY

• X. Christine Wang, University at Buffalo - SUNY