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A Cultural-Historical Study of Children Learning Science

Part of the Cultural Studies of Science Education Book Series (volume 11)

DOI: 10.1007/978-94-017-9370-4

ISBN: 978-94-017-9369-8

Publisher: Springer Netherlands - Springer Journals

Aug 14, 2014

1 - 10 of 13 Chapters

Available

Learning Science in Everyday Life – A Cultural-Historical Framework

Fleer, Marilyn

Pages: 3 –22

[Vygotsky’s conception of the relations between everyday concepts and scientific concepts is introduced in this first chapter through an empirical example of a 6 year old child and an early childhood teacher making a slowmation animation together. The concept of force is examined. Through this...
Available

How Preschools Environments Afford Science Learning

Fleer, Marilyn

Pages: 23 –37

[This chapter specifically examines how science learning is afforded as a result of children being in preschool environments. Wondering is introduced as a way of conceptualizing how young children and teachers can interact to support science learning. The literature is examined in order to...
Available

Imagination and Its Contributions to Learning in Science

Fleer, Marilyn

Pages: 39 –57

[This chapter examined the young learner’s imaginary play world and explored how this lays an important foundation for scientific thinking. Vygotsky (J Rus East Eur Psychol 42(1):7–97, 2004) argued that ‘imagination is not just an idle mental amusement, not merely an activity without consequences...
Available

Theoretical and Conceptual Insights – The Young Learner in Science

Fleer, Marilyn

Pages: 59 –63

[In this chapter a brief discussion of the concepts outlined in the first section of the book are revisited and brought together to give new insights into concept formation for the very young learner: Critiquing the historical legacy of science education research in relation to a set of ‘taken...
Available

Knowledge Construction in Early Childhood Science Education

Fleer, Marilyn; Pramling, Niklas

Pages: 67 –93

[In this chapter we discuss forms of knowledge construction and consider these in relation to early childhood science education literature. We examine different regions of the world to see how research in science education has developed and what it has allowed us to better understand about the...
Available

Knowledge Construction Is Culturally Situated: The Human Invention of Empirical, Narrative and Theoretical Knowledges

Fleer, Marilyn

Pages: 95 –111

[In this chapter the different forms of knowledge construction that are typically illustrated in the literature are examined alongside of data that have been used to illustrate what they look like in practice. Three forms of knowledge are introduced: narrative, empirical and theoretical....
Available

Positioning Children in Research and the Implications for Our Images of Their Competences

Pramling, Niklas

Pages: 113 –122

[This chapter illustrates and discusses how to produce valid knowledge about children’s concepts in science (understanding, learning, development). The discussion presented revolves around a theoretical presentation of communication and re-analyses of empirical data from published research on...
Available

Learning and Metaphor: Bridging the Gap Between the Familiar and the Unfamiliar

Pramling, Niklas

Pages: 125 –132

[In this chapter metaphors and related figures of speech are shown to be necessary and integral parts of sense making and learning. It is shown how this kind of speech has been studied in research in relation to children’s understanding and learning. It is argued that different methodological...
Available

Simile, Metaphor and Learning to Perceive the World in Functional and Culturally Relevant Ways

Pramling, Niklas

Pages: 133 –147

[In this chapter, we use original data from early childhood education to illustrate, analyse and discuss an important distinction in learning, what something looks like and what it is. The difference and relation between these two claims, we argue are of great interest when studying learning and...
Available

Learning to ‘Read’ and Produce Graphical Representations in Science

Pramling, Niklas

Pages: 149 –178

[In this chapter figurative (metaphorical and similar) speech is discussed in the context of the distinction between “as is” and “as if” statements. Representational practices and modeling phenomena are all examples of semiotic mediation. Since learning is understood as the appropriation of...

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