Week 1 - Task 3: I am a scientist! by

elenaantoniadis — 2025-07-30 00:37:46 UTC

Children's learning dispositions

elenaantoniadis — 2025-07-30 00:38:08 UTC

Use of processes

elenaantoniadis — 2025-07-30 00:38:15 UTC

Educators practice

elenaantoniadis — 2025-07-30 00:38:32 UTC

What environments and practices enable young children to construct this identity, this way of thinking and these understandings?

elenaantoniadis — 2025-07-30 00:42:59 UTC

elenaantoniadis — 2025-07-30 00:59:18 UTC

The children are curious to know how poison is emitted from frogs. They demonstrate their curiosity through asking questions such as "What part of the frog is poisonous?" and "How do they change different colours?" They show commitment, enthusiasm, persistence and imagination through theorising different ideas about what the anatomy of frog might look like, continuously building on these and explaining possibilities of how a frog's internal organs might function to push the poison out.

elenaantoniadis — 2025-07-30 00:59:49 UTC

The children hypothesise, for example "Perhaps it's because that frog has this kind of dangerous poison and this frog has this kind of dangerous poison and we have to know what the colours mean" and communicate their ideas about what the anatomy of a frog looks like through drawing.

elenaantoniadis — 2025-07-30 01:00:49 UTC

The educator actively listens to the children and supports them to freely build their theories when she responds" They are fantastic questions! So did you have some theories about what they might be?" She follows this by continuously prompting them to extend on, explain or describe their ideas with genuine interest and enthusiasm to strengthen their confidence and engagement.

elenaantoniadis — 2025-07-30 01:01:44 UTC

Process-driven, inquiry-based environments where everyone's ideas and theories are embraced and valued by educators and each other, where children are given a multitude of opportunities to explore, experiment and investigate their own ideas to formulate conceptual understandings and make discoveries about the world around them.

renmy017 — 2025-07-31 08:34:11 UTC

Children’s learning dispositions:

such as curiosity, persistence, and confidence, are foundational to scientific thinking. These dispositions drive the child’s desire to question, wonder, and explore. (Mona)

renmy017 — 2025-07-31 08:37:23 UTC

The use of processes, like hypothesizing, observing, predicting, and theorizing, grows from these dispositions and is strengthened through repeated, supported experiences. When children feel safe to express “what if?” and “maybe”, they begin to think scientifically. (Mona)

renmy017 — 2025-07-31 08:39:39 UTC

Educators’ practice is crucial: when teachers position themselves as co-researchers, listening deeply, asking open-ended questions, and avoiding fixed answers, they nurture both the dispositions and processes. This builds children’s confidence as capable, thinking learners. (Mona)

renmy017 — 2025-07-31 08:42:26 UTC

Environments and Practices That Support Scientific Identity: environments are those that encourage investigation, play, and collaboration, such as nature corners, materials for experimenting, drawing tools for expressing theories, and provocations that invite deep inquiry. Mona

2025-08-01 10:29:48 UTC

Educator Practices with evidence from the transcript

Ask open ended questions

Encourage children’s natural curiosity

Model scientific and mathematic languages

Encourage children’s to critically think and problem solving as in a small group collaboration or individually.

Ex-'Can you show me?'

2025-08-01 10:39:53 UTC

Dispositions with evidence from the transcript

Persistence - On the television, I saw there was this really big fat frog and it was red and whenever it has a person come near it, it gets white spots on it, and that's the poison.

Enthusiasm - Educator - They are fantastic questions! So did you have some theories about what they might be?

Curiosity - What part of the frog is poisonous? How do they change different colours?

Commitment - Do they kill animals when they are hungry?,, They are fantastic questions! So did you have some theories about what they might be?(Educator)

2025-08-01 10:50:01 UTC

Processes

The 5e’s

Explain - Perhaps it's because that frog has this kind of dangerous poison and this frog has this kind of dangerous poison and we have to know what the colours mean.

Engage – What part of the frog is poisonous? How do they change different colours?