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    "It’s a mystery!": A case study of implementing forensic science into preschool as scientific inquiry

    Access Status
    Fulltext not available
    Authors
    Howitt, C.
    Lewis, Simon
    Upson, E.
    Date
    2011
    Type
    Journal Article
    
    Metadata
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    Citation
    Howitt, Christine and Lewis, Simon and Upson, Emily. 2011. "It’s a mystery!": A case study of implementing forensic science into preschool as scientific inquiry. Australasian Journal of Early Childhood. 36 (3): pp. 45-55.
    Source Title
    Australasian Journal of Early Childhood
    ISSN
    03125033
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/20412
    Collection
    • Curtin Research Publications
    Abstract

    Children have immense curiosity, a thirst for knowledge and a questioning attitude. They are innate scientists. The challenge for early childhood educators is to fuel this curiosity through the provision of appropriate learning experiences and an engaging environment within early learning centres. This paper presents a detailed case study of how a pre-service teacher implemented forensic science as a form of scientific inquiry, in a preschool classroom for four-year-old children. Using the theme of 'We’re going on a (forensic) bear hunt!', a series of integrated and engaging experiences was delivered that allowed the children to solve the class mystery of who left behind the (bear) footprints. This paper describes the concept, process and skills of scientific inquiry, outlines the basic principle of forensic science, provides a detailed description of the children’s learning experiences, and interprets these experiences in relation to developing children’s scientific inquiry skills: exploring and predicting, observing and recording, using equipment, using observation as evidence, and representing and communicating. It also illustrates how young children can readily engage in inquiry-based learning; educators, however, must provide the opportunities and support to stimulate this learning. In summary, the paper argues that a complex topic such as forensic science can be successfully implemented with young children, highlighting the competence of these children.

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