Creative Childhood Experiences: Integrating Science and Math through Projects, Activities, and Centers
Edited by: Peter Rillero, Jeanette Allison Hartman, & Ranald Jarrell
We will be producing a book for preservice and inservice early childhood (grades preK-3) teachers to help them teach science and mathematics using projects, activities, and centers. The book will be published by the ERIC Clearinghouse for Science, Mathematics, and Environmental Education (ERIC/CSMEE). We are accepting chapter proposals for this book.
Our intent is to organize the book in the following five sections.
Section 1: Getting Started Section 2: The Project Approach Section 3. Activity Sequences Section 4. Centered Learning Section 5. Synergizing Experiences: Integration of Projects, Activities, and Centers
Section 1 will contain chapters that help teachers to choose topics, support learning, and overcome limitations. Please contact Jeanette Hartman for more information or to submit a proposal for this section.
Section 2 will introduce the project method and then contain chapters describing specific projects. Projects are in-depth investigations of topics that are of particular interest to children (see Katz and Chard, 1989). The topics should have a real world focus (e.g. desert, home). Projects are long term, and usually last at least two weeks. Please contact Jeanette Hartman for information or to submit a proposal for this section.
Teachers frequently have a difficult time linking activities that help children with conceptual development. Section 3 will introduce learning through activity sequences and will describe engaging students in hands-on activities that promote conceptual growth. Proposals for activity sequences for teaching science, math, or science and math will be accepted by Peter Rillero.
Chapters on learning centers (Section 4) in early childhood education should describe environments in which young learners can investigate aspects of their world with a high degree of autonomy. In these environments, children attend to observable properties of objects before them and seek to change those observable properties by altering the conditions in which their objects exist. A high degree of social interaction among children greatly facilitates both their learning and their sense of competence as solvers of real problems. Please submit proposals for this section to Ran Jarrell.
Section 5 will contain chapters on integrating the following: (a) projects, activities, and centers; (b) science and math; and (c) science and math with other subjects. Please contact Peter Rillero to submit a proposal for this section.
Please submit proposals for chapters to the aforementioned editors by November 7, 1995. Proposals should state the purpose of the chapter and outline the contents. All authors with accepted chapter proposals will be expected to review two drafts by other chapter authors. First drafts for accepted proposals will be due on March 1, 1996.
We thank you for your interest.
Peter Rillero Rillero@asuvm.inre.asu.edu 602-543-6316
Ran Jarrell Rjarrell@asuvm.inre.asu.edu 602-543-6379
Common Snail Mail Address:
College of Education Arizona State University West PO Box 37100 Phoenix, AZ 85069-7100
Peter Rillero \ Dost thou love life? Then do not squandor College of Education \ time, for that's the stuff life Arizona State University West \ is made of. --Benjamin Franklin, 1746 4701 W. Thunderbird Ave. \_________________________________________ Phoenix, AZ 85069-7100 602-543-6316 RILLERO@asuvm.inre.asu.edu