PROFESSIONAL LEARNING – REFLECTIVE PRACTICE IN SCIENCE EDUCATION

Abstract

Research has shown that educators need to engage in critical reflection so that they examine the judgements, interpretations, assumptions and expectations they have of themselves, children and learning (Hanson, 2011). This is particularly important in science education, where often the educator is learning the science curriculum alongside the children. Without reflection on their decisions and actions, modifications cannot made appropriately and learning experiences are less developed. This chapter discusses educators' professional learning, with particular reference to science in early childhood settings.