Journal of Emergent Science
Editors: Dr Amanda McCory and Prof Suzanne Gatt
The Journal of Emergent Science (JES) is a professional open-access online research journal that focuses on science (including health, technology and engineering) for young children from birth to 11 years of age. The key features of the journal are that it:
- is child-centred;
- focuses on scientific development of children from birth to 11 years of age, considering the transitions from one stage to the next;
- contains easily accessible yet rigorous support for the development of professional skills;
- focuses on effective early years science practice and leadership;
- considers the implications of research into emergent science practice and provision;
- contains exemplars of good learning and development firmly based in good practice;
- supports analysis and evaluation of professional practice.
The Journal of Emergent Science (JES) is published by ASE in partnership with the Primary Science Teaching Trust (PSTT). It is free to access for all.
Subscribers receive an email when each new issue becomes available online. Past issues of the journal are also available in the archive.
- Journal of Emergent Science - 14
In issue 14 of this open access journal, Pedreira and Márquez present an interesting paper examining a specific analysis of activities, Can I touch?, designed to promote scientific inquiry for 2-6 year olds. Continuing the theme of informal learning opportunities, Wenzel and Scheersoi critically reflect on the use of a ‘Discovery Cart’ to promote interest in children when exploring a wildlife park in Germany, and Ian Milne presents a reflective narrative about his experiences in his long career as a science educator. Amanda McCrory presents the second part of her paper, Scientific enquiry in primary schools, and Suzanne Gatt presents the outcomes of a small-scale research project undertaken in Malta, investigating whether or not inquiry can be effectively included in homework activities for science.
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