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000723742 020__ $$a9789401793704$$qelectronic book
000723742 020__ $$a9401793700$$qelectronic book
000723742 020__ $$z9789401793698
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000723742 0247_ $$a10.1007/978-94-017-9370-4$$2doi
000723742 035__ $$aSP(OCoLC)ocn892857591
000723742 035__ $$aSP(OCoLC)892857591
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000723742 050_4 $$aLB1139.5.S35
000723742 08204 $$a372.3/5$$223
000723742 1001_ $$aFleer, Marilyn,$$eauthor.
000723742 24512 $$aA cultural-historical study of children learning science$$h[electronic resource] :$$bforegrounding affective imagination in play-based settings /$$cMarilyn Fleer, Niklas Pramling.
000723742 264_1 $$aDordrecht :$$bSpringer,$$c[2015]
000723742 264_4 $$c©2015
000723742 300__ $$a1 online resource (xix, 213 pages) ;$$billustrations
000723742 336__ $$atext$$btxt$$2rdacontent
000723742 337__ $$acomputer$$bc$$2rdamedia
000723742 338__ $$aonline resource$$bcr$$2rdacarrier
000723742 4901_ $$aCultural studies of science education ;$$vvolume 11
000723742 504__ $$aIncludes bibliographical references.
000723742 5050_ $$aSection 1: Theoretical foundations for learning science in early childhood -- Learning science in everyday life? a cultural-historical framework -- How preschools environments afford science learning -- Imagination and its contributions to learning in science -- Theoretical and conceptual insights? the young learner in science -- Section 2: Knowledge construction in science -- Knowledge construction in early childhood science: The human invention of empirical, narrative and theoretical -- Knowledge construction is culturally situated -- Positioning children in research and the implications for our images of their competence -- Section 3: The pedagogical construction of learning science -- Learning and metaphor: Bridging the gap between the familiar and the unfamiliar -- Simile, metaphor and learning to perceive the world in functional and culturally relevant ways -- Learning to?read? and produce graphical representations -- The nature of educational encounters -- Theoretical and conceptual insights? representations in science -- Section 4: Models of early childhood teaching -- A cultural-historical model of early childhood science education.
000723742 506__ $$aAccess limited to authorized users.
000723742 520__ $$aThis book provides an account of children?s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children?s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings.
000723742 588__ $$aDescription based on print version record.
000723742 650_0 $$aScience$$xStudy and teaching (Early childhood)$$vCross-cultural studies.
000723742 650_0 $$aPlay$$xPsychological aspects$$vCross-cultural studies.
000723742 650_0 $$aEarly childhood education$$vCross-cultural studies.
000723742 7001_ $$aPramling, Niklas,$$eauthor.
000723742 77608 $$iPrint version:$$tCultural-historical Study of Children Learning Science$$z9789401793698$$w(OCoLC)884811852
000723742 830_0 $$aCultural studies of science education (2010) ;$$vvolume 11.
000723742 852__ $$bebk
000723742 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-017-9370-4$$zOnline Access$$91397441.1
000723742 909CO $$ooai:library.usi.edu:723742$$pGLOBAL_SET
000723742 980__ $$aEBOOK
000723742 980__ $$aBIB
000723742 982__ $$aEbook
000723742 983__ $$aOnline
000723742 994__ $$a92$$bISE