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Artsy Magnets: Interpretive Voice Of Children

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Recommended: Methods of reflection teaching

Introduction

Everyday concepts involved children’s daily lives of their communication with family, friends and community (Vygotsky, 1987). Children’s learning are connections made between the new knowledge acquired and their existing knowledge (Fleer, Jane & Hardy, 2007). Sutton (1996) as cited in (Fleer et al, 2007, pg. 108) further emphasized, “ It is important for teachers to present the language of science as a human product and to encourage the interpretive voice of children”. Hence, it is crucial for teachers to facilitate and consolidate the children’s learning and discoveries of concepts.

Reflection of Assignment 1
In Assignment 1, three observations focusing on 3 different science concepts were carried out. However, the “Artsy Magnets” …show more content…

Thus the focused scientific concepts that I would like to zoom in will be as follows:
1) Magnets attract (pull) things that are made of iron, cobalt or nickel;
2) All magnets have two poles – a North and South Pole.
3) The opposite poles of magnets attract each other (pull together) and the same poles will repel each other (push away).

Significant factors of teaching
Constructivist theorists such as Jean Piaget, Maria Montessori, and Lev Vygotsky advanced perspective of readiness and development. They believed that learning and development occur when young children interact with the environment and people around them (Berk, 2006).

When teachers are well informed in the concepts taught to children, this will foster and facilitate higher levels of learning because they will be able to provide scaffold for the children’s skills. Hence, the engagement and reciprocity in the teacher-child interactions help the child to assume a more active and ultimately independent role in the learning …show more content…

Fleer & Jane (2011) further emphasized that when there is a provision of interactive simulation technology, the focus is based on the children’s interests and experiences whereby the teacher plays a supporting role in the direction they wish to take. Hence, the children’s concept formation is achieved when a Slowmation enables teachers to make narrated animation to co-construct with children in explaining science

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