Science Education during Early Childhood (eBook)
XII, 224 Seiten
Springer Netherland (Verlag)
978-94-007-5186-6 (ISBN)
Children's learning and understanding of science during their pre-school years has been a neglected topic in the education literature-something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children's cognitive engagement with science-related concepts.
The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children's development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children's participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.
Children's learning and understanding of science during their pre-school years has been a neglected topic in the education literature-something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children's cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children's development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children's participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.
Science Education during Early Childhood 4
Foreword 6
Contents 10
Chapter 1: Learning , Development , and Cultural-Historical Activity Theory 14
Part I: The Origins of Higher Psychological Functions 28
Part II: Rethinking Young Children’s Engagement in Science 73
Part III: Teacher Preparation and Curriculum Development 147
Part IV: Epilogue 209
Appendix: Transcription Conventions 217
About the Authors 219
References 221
Index 225
| Erscheint lt. Verlag | 12.10.2012 |
|---|---|
| Reihe/Serie | Cultural Studies of Science Education | Cultural Studies of Science Education |
| Zusatzinfo | XII, 224 p. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Naturwissenschaften | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| Sozialwissenschaften ► Politik / Verwaltung | |
| Schlagworte | child development science education • cultural-historical activity theory science education • early childhood science education • Learning and Instruction • planning science curriculum • preschool science education • preschool teacher training • Vygotsky science education • Wolff-Michael Roth |
| ISBN-10 | 94-007-5186-9 / 9400751869 |
| ISBN-13 | 978-94-007-5186-6 / 9789400751866 |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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