A cultural-historical study of children learning science [electronic resource] : foregrounding affective imagination in play-based settings / Marilyn Fleer, Niklas Pramling.
Fleer, Marilyn, author.; Pramling, Niklas, author.
2015
LB1139.5.S35
Available Online

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Title A cultural-historical study of children learning science [electronic resource] : foregrounding affective imagination in play-based settings / Marilyn Fleer, Niklas Pramling.
Author Fleer, Marilyn, author.
ISBN 9789401793704 electronic book
9401793700 electronic book
9789401793698
9401793697
DOI https://doi.org/10.1007/978-94-017-9370-4
Published Dordrecht : Springer, [2015]
Copyright ©2015
Language English
Description 1 online resource (xix, 213 pages) ; illustrations
Other Standard Identifiers 10.1007/978-94-017-9370-4 doi
Call Number LB1139.5.S35
Dewey Decimal Classification 372.3/5
Summary 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 invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children?s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Pramling, Niklas, author.
Series Cultural studies of science education (2010) ; volume 11.
Available in Other Form Cultural-historical Study of Children Learning Science
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Record Appears in Online Resources > Ebooks
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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.

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