ABSTRACT
Pedagogies that link children’s guided investigation of questions of genuine interest with the structured processes of scientific inquiry foster deeper scientific understanding and positive dispositions towards science. Science inquiry for early learners aims for deep understanding and conceptual change, rather than a surface extension of interest, imitation of activities or memorisation of isolated factual scientific information. Early learners have already formed understandings of their everyday world as a basis for science learning in early education programs. Science learning environments that support active meaningful investigation provide rich resources for multi-sensory exploration, interesting and integrated learning experiences and involvement in the broader community. Organisation of learning environments for science involves selecting suitable materials, setting up relevant materials and planning learning centres. The learning environment sets the frame for science inquiry and acts as a hidden curriculum. Science inquiry for early years learners adopts pedagogies that focus on active negotiated learning rather than educator-directed instruction.
