@article{723742,
      recid = {723742},
      author = {Fleer, Marilyn, and Pramling, Niklas,},
      title = {A cultural-historical study of children learning science  foregrounding affective imagination in play-based settings  / [electronic resource] :},
      pages = {1 online resource (xix, 213 pages) ;},
      abstract = {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.},
      url = {http://library.usi.edu/record/723742},
      doi = {https://doi.org/10.1007/978-94-017-9370-4},
}