WHEN SCIENCE BECOMES AN APPROACH IN EARLY LEARNING: KNOW IT, UNDERSTAND IT AND DO IT!
DOI:
https://doi.org/10.24200/jonus.vol2iss2pp98-106Abstract
This review paper aims to explain and reinforce the view of how to teach science in early childhood education. Cuurrently, the need and interest of the community towards science are quite high. Science provides many contributions to various aspects of life including aspects of child development. Essentially, science is the process of discovering new knowledge through empirical experience. Science learning for children begins when the child shows interest and curiosity to the world around them. Science can be used as an approach by involving three components that is content, process, and attitudes that are holistically packaged and integrated into a series of learning processes and daily life of children because science can bedone almost in all activities. However, educators still understand science partially, they regard science as a branch of science that only focuses on mastering the concept of theory, whereas science includes how to work, to think, and to solve problems. Through a learning approach developed from a science process approach, children are encouraged to actively observe, question, collect information, reason, and communicate their new knowledge. Although this approach is based on constructivism, educators still have an important role in supporting learning by having sufficient science ability.
Keywords: Early childhood, Indonesia, science, 21st century education, pedagogy
Cite as: Qonita, Syaodih, E., & Mulyana, E.H. (2017). When science becomes an approach in early learning: Know it, understand it and do it!. Journal of Nusantara Studies, 2(2), 98-106. http://dx.doi.org/10.24200/jonus.vol2iss2pp98-106
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