Activity 1: Discuss on the ethics on collecting natural materials Share resources / websites on related rules and laws. Do a short summary (1 or 2 sentences) on what the website is about, so that everyone could select the areas they are interested in. Activity 2: Module 1: Thinking about Wunderkind Creation Story – A Wunderkind Creation Story told using contemporary mediums (note this isn’t referred to as a Dream time Story). What are some ways you can use this in early childhood science settings? Share some examples of your thinking and ideas Activity 3: In just a short paragraph – What are some of the key principles behind common worlds lives, and pedagogues? Explore the Common worlds webpage and observe how being out and about in the local environments opens critical possibilities for science education in early childhood contexts. https://commonworlds.net/childrens-relations-with-place/ (Links to an external site.) https://commonworlds.net/ (Links to an external site.) Further information and Common Worlds suggested readings Activity 4: You would have seen and explored with i Naturalist app, share other interesting apps / websites which can enhance scientific learning in this discussion board. Do a short summary (1-2 sentences) on what you find is beneficial with the app / websites you recommend. Activity 5: Reflection on Pedagogical Documentation and Sitting with Questions – Share your learning and reflection after reading the articles on pedagogical documentation, as well as thinking and learning by ‘sitting with questions’ both as a teacher and as a learner. Activity 6: Thinking with Theory – Choose one of the following articles to read: Argent, A. L., Scintilla, C. D., Lee, C., & Warren, K. (2017). A Dialogue About Place And Living Pedagogues: Trees, Ferns, Blood, Children, Educators And Wood Cutters. Journal of Childhoods and Pedagogues, 1(2), 1–21. or Taylor, A., & Pacino-Watchable, V. (2015). Learning with children, ants, and worms in the Anthropocene: Towards a common world pedagogy of multi species vulnerability. Pedagogy, Culture & Society, 23(4), 507–529. After reading consider how the perspectives offered in these conversations expand or extend our discussions and understandings of science as a matter of concern. You can choose to focus on one author/speaker or one element, or any combination of all the readings and clips. You might consider any of the following in your response: – Are there any moments in the readings that challenged, contradicted, or added to your understanding of science as a matter of concern? – How might you integrate how the readings understand science as a matter of concern? – If the readings/clips did not add to your understanding of science as a matter of concern, consider why this might be. – How would you describe your emerging understanding of science as a matter of concern? – What do your reflections on the readings mean for how you will create opportunities for science? Write a short response to one of these questions above. Activity 7: With “Scientific and Environmental Learning Pedagogues” in mind, answer the below questions: How do the educators view the children? What is ‘science’ to these children? How is the learning of the children documented? How does this change what we might do with children?
