Oobleck, cloud dough, popcorn and volcanoes: Supporting scientific learning through intentional teaching

Abstract

An intentional teaching approach provided a Wellington kindergarten with valuable avenues for supporting the teaching and learning of young children from refugee and immigrant backgrounds. Despite reservations about implementing this approach, teachers found that it was possible to use it in a child-centred way. The teachers’ research inquiry into scientific learning provides examples of how intentional teaching supported positive and beneficial learning outcomes for young children. The inquiry highlighted the importance of slowing down, the value of repetition, the depth of child engagement in scientific activities and the significance of sensory learning. Intentional teaching was found to contribute to significant learning happening over time.