Across 2015/17, the authors conducted research at four Australian bush kindergartens to understand the teachers' science pedagogies and practice. Initial results were presented back to the participants at a teachers' professional development day.

Early Years
Forest School

More from this issue

The potential of tablets to support communication during collaborative inquiry-based science learning in pre-school is here expanded to focus on a...

Journal Article

This article examines science learning, experienced in a primary school, in light of theories of social constructivism and how they can illuminate...

Journal Article