 |
Asia-Pacific
Forum on Science Learning and Teaching, Volume 7, Issue 1, Article
5 (June, 2006) Beverley JANE Online reflections about tinkering in early childhood: A socio-cultural analysis
|
Online reflections about tinkering in early childhood: A socio-cultural analysis
Beverley JANE
Faculty of Education, Monash University
Victoria
AUSTRALIA
E-mail: beverley.jane@education.monash.edu.auReceived 5 Feb., 2006
Revised 11 Jun., 2006
Contents
- Abstract
- Introduction to the tinkering and girls debate
- Socio-cultural theory
- Context for the study
- Study design
- The data and analysis from a socio-cultural perspective
- Discussion of study findings: categories of influence
- Conclusion
- References
Science education research predominantly shows that students improve their scientific understandings when they tinker (or pull apart) tools and simple household machines. In this study, the qualitative data collected took the form of online journal entries by final year, female, primary teacher trainees, who reflected upon their early childhood experiences of ‘tinkering’. Data analysis, from a socio-cultural perspective, shows that many of these fledgling teachers of technology face similar issues found for young girls. Results of the study indicate that teaching technology is as much about winning hearts as educating minds. These personal reflections on very deep responses to technology must be an important part of preparing teachers to deal with young children’s learning and responses.
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 1, Article 5 (June, 2006). All Rights Reserved.
