Browsing by Author "McKeough, Anne M."
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- ItemOpen AccessThe Contribution of Trade Books to Early Science Literacy: In and Out of School(Springer, 2008-01) Schroeder, Meadow; McKeough, Anne M.; Graham, Susan; Stock, Hayli R.; Bisanz, Gay L.Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.
- ItemOpen AccessGender differences in preschoolers’ understanding of the concept of life(SAGE : Journal of Early Childhood Research, 2010-01) Schroeder, Meadow; Graham, Susan; McKeough, Anne M.; Stock, Hayli R.; Palmer, JaimeThis study investigated gender differences in North American preschoolers’ biological reasoning about the concept of ‘life’. Four-year-olds (M = 4.6, SD = 3.3 months) and five-year-olds (M = 5.6, SD = 3.8 months) were asked about the function of 13 body parts, organs, and bodily processes. Results indicated that the likelihood of mentioning the importance of body parts, organs, and bodily processes for maintaining life or preventing death was predicted by age. A concept of life was more likely to occur in boys rather than girls. Although boys had a greater understanding of life they did not outperform girls in their responses to organ/ body part function. The results demonstrate that gender differences in biological reasoning emerge during the preschool years. Implications for early science education are discussed.
- ItemOpen AccessStorytelling as a foundation to literacy development for Aboriginal children: Culturally and developmentally appropriate practices(Canadian Psychological Association : Canadian Psychology, 2008-05) McKeough, Anne M.; Bird, Stan; Tourigny, Erin; Romaine, Angela; Graham, Susan; Ottmann, Jacqueline; Jeary, JoanThere is substantial evidence that Aboriginal youth face serious challenges in schooling, in general, and in literacy development, specifically. Thus, it is essential to design early literacy programmes that engage Aboriginal children and produce positive outcomes. In this article, the authors propose that such programmes include oral storytelling by teachers and students because it is a precursor to reading and writing across cultures and a traditional Aboriginal teaching tool. Moreover, storytelling fits with Aboriginal epistemology -- the nature of their knowledge, its foundations, scope, and validity. The authors begin by reviewing a representative sample of the research that has examined the outcomes of early literacy instruction with Aboriginal children. Next, the authors describe Aboriginal epistemology, highlighting the role of the oral tradition. Finally, the authors describe an ongoing study aimed at supporting early literacy development through a developmentally and culturally appropriate oral storytelling instruction programme.
- ItemOpen AccessStudents’ views of uncertainty in formal and personal science(Routledge : Research in Science & Technological Education, 2018-11) Schroeder, Meadow; McKeough, Anne M.; Graham, Susan; Norris, Stephen P.Background: Uncertainty is a crucial element of scientific knowledge growth. Students should have some understanding of how science knowledge is developed and why scientific conclusions are considered more or less certain than others. A component of the nature of science, it is considered an important aspect of science education and allows students to recognize the limitations of scientific research. Purpose: This study examined Grades 5 and 9 students’ views of uncertainty in their personal scientific research and the formal scientific research of professionals. Sample: This study included 33 students in Grade 5 (n = 17) and Grade 9 (n = 16). The students were recruited from a charter school that emphasised inquiry instruction. Design and methods: Data were collected through interviews. Students were asked their views of their inquiry-based projects and their views of professional science. Results: Interview data and statistical analyses indicated that students recognized uncertainty in personal science, which varied across elements of the scientific process. Additionally, their views of uncertainty in formal science tended to change across grades and knowledge of uncertainty in personal and formal science were positively correlated. Conclusion: These findings offer insights into the processes by which students come to understand uncertainty in science and point to ways of fostering such knowledge through teaching practices.
- ItemOpen AccessTeaching preschoolers about inheritance(SAGE : Journal of Early Childhood Research, 2016-01) Schroeder, Meadow; McKeough, Anne M.; Graham, Susan; Stock, Hayli R.; Palmer, JaimeThis study aimed to promote advanced reasoning about biological inheritance in four- and five-year-olds. A total of 78 preschoolers (Experimental n = 40; Comparison n = 38) completed pre- and post-test versions of two biological reasoning tasks. The Experimental condition received 15 lessons on biological inheritance, whereas the Comparison condition received regular story time activities. The results showed that the Experimental group outperformed the Comparison group at post- test. Overall, the results are an encouraging indication that an increased understanding of biological inheritance can be effectively supported in preschool years.