Part A – Affordances in an everyday environment – Photographic portfolio and context report

Identify the learning opportunities your chosen setting/s (you need three photos) provides in relation to science, technologies, and/or environmental (STE) teaching and learning. These three photos will form your collation of specific places or artifacts which offer great potential for STE learning.

complete a context report (dot points are acceptable, preferably in a table format). The report must: (1) Describe the physical features and aesthetic elements (the S/T/E concepts it potentially evokes) of the chosen setting/s.

(2) Explain why the chosen setting/s have been selected as a rich learning environment. Include information that explains how this setting/s: is relevant to the everyday life of the child; potentially allows children to express their interests; potentially enhance dispositions such as curiosity and creativity; and, stimulates a sense of inquiry.

(3) Include 3 photos that capture the aspects of the setting/s or artifacts within this set that could be used to stimulate children’s thinking related to age-appropriate S/T/E concepts. For each photo list the associated learning possibilities the picture captures and validate each idea with related learning outcomes from the NELS curriculum framework.

Part B: Data analysis and critical reflection of the photographic portfolio.

Choose ONE photo from your original set of Part A. This photo becomes the the focus that frames your submission which explores in detail the ONE-KEY CONCEPTUAL IDEA FROM EITHER science, technologies, or environmental
affordances for learning are evident in this photo.

Analyze the setting captured in the photo to determine what children could learn about a particular science, technology, or environmental concept by being in this setting.

Break down this one key overarching conceptual idea into age-appropriate teachable Science concepts that could be developed in this setting. Validate this conceptual thinking as age-appropriate by citing supporting learning
outcomes, i.e. NELS Curriculum Framework.

Outline the conditions/teaching approach that you would create to support children’s learning about the chosen conceptual idea in this setting.

Explain the essential elements of this approach: How would the setting be used?

What is the role of the teacher and children? What conditions do you hope to create using the chosen pedagogical approach that would indicate cognitive engagement with the Science concept at hand?

Explain why this approach is suited to children in the Early Years. Draw from theoretical perspectives about children’s Science learning to justify the chosen pedagogical approach. Use your unit readings to support your thinking.

Cite relevant research literature (APA 7th style) to support your reasoning. Learning outcomes

1. Develop advanced theoretical knowledge and understanding of how young children learn scientific and technological concepts in everyday contexts

2. Generate and analyze data associated with researching teaching and learning in science and technology

3. Critique a range of pedagogical approaches that support children’s learning in science, technology, and the environment

4. Recognise that knowledge is socioculturally constructed and that a range of world views about science, technology, and the environment should be supported in programs in the birth to eight years period

5. Develop high-level observational and analytical skills in discerning children’s learning of science and technology in everyday learning environments.