ABSTRACT

Reh Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for concept development interactions, in particular analysis and reasonging. Further, classroom observations revealed that instructional support quality was higher during the time teachers enacted a Northern Territory Preschool Science Game compared with the broader early childhood education program. In line with the primary affordance of the games, there was also a marked increase in concept development during these periods. Pe or Policy: These findings suggest that this science teaching resource provides a supportive structure for teachers to transform pedagogical prompts into teaching practice.

摘要

Reh 调查结果：本研究旨在检查北领地学前科学运动会提供的高质量教学支持的可供性，以及该教学资源制定期间的课堂质量与更广泛的幼儿计划之间的差异。应用多案例研究方法，通过两点的三个学前班的课堂观察来衡量质量，对科学实践的教师访谈进行主题分析，并进行内容分析以确定北领地学前科学运动会的教学支持可供性。结果表明，游戏最常为概念开发交互提供可供性，特别是分析和推理。进一步，课堂观察表明，与更广泛的幼儿教育计划相比，教师在北领地学前科学游戏制定期间的教学支持质量更高。与游戏的主要功能相一致，这些时期的概念开发也显着增加。体育或政策：这些研究结果表明，这种科学教学资源为教师将教学提示转化为教学实践提供了支持结构。