A Cultural-Historical Study of Children Learning Science Foregrounding Affective Imagination in Play-based Settings /
This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human in...
| Κύριοι συγγραφείς: | , |
|---|---|
| Συγγραφή απο Οργανισμό/Αρχή: | |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Dordrecht :
Springer Netherlands : Imprint: Springer,
2015.
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| Σειρά: | Cultural Studies of Science Education,
11 |
| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Section 1: Theoretical foundations for learning science in early childhood
- Learning science in everyday life – a cultural-historical framework
- How preschools environments afford science learning
- Imagination and its contributions to learning in science
- Theoretical and conceptual insights – the young learner in science
- Section 2: Knowledge construction in science
- Knowledge construction in early childhood science: The human invention of empirical, narrative and theoretical
- Knowledge construction is culturally situated
- Positioning children in research and the implications for our images of their competence
- Section 3: The pedagogical construction of learning science
- Learning and metaphor: Bridging the gap between the familiar and the unfamiliar
- Simile, metaphor and learning to perceive the world in functional and culturally relevant ways
- Learning to ‘read’ and produce graphical representations
- The nature of educational encounters
- Theoretical and conceptual insights – representations in science
- Section 4: Models of early childhood teaching
- A cultural-historical model of early childhood science education.
