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A Cultural-Historical Study of Children Learning ScienceHow Preschools Environments Afford Science Learning

A Cultural-Historical Study of Children Learning Science: How Preschools Environments Afford... [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 determine what science learning is possible through the different areas within the outdoor area, and the different areas within the centre. The concept of sciencing is drawn out of the literature and is used for analysis in a study of 3–5 year old children’s learning science. Formal sciencing [composting (decomposition]), informal sciencing (prism on window sill [refracting light]) and incidental sciencing (textured path and chalk [force]), are discussed. The research introduced also noted how science can be foregrounded as part of the traditional areas within the preschool (Sensory garden [herbs – use, growth and care]). In addition, it was noted that science areas can be specifically organised through building science infrastructure into the centre (light area [blocking light, light reflecting and refracting]). Importantly, this chapter also shows how the using of science in everyday life in the centre (e.g. weather watching) affording science learning amongst preschool children.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Cultural-Historical Study of Children Learning ScienceHow Preschools Environments Afford Science Learning

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/lp/springer-journals/a-cultural-historical-study-of-children-learning-science-how-um9TGK5L26
Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2015
ISBN
978-94-017-9369-8
Pages
23 –37
DOI
10.1007/978-94-017-9370-4_2
Publisher site
See Chapter on Publisher Site

Abstract

[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 determine what science learning is possible through the different areas within the outdoor area, and the different areas within the centre. The concept of sciencing is drawn out of the literature and is used for analysis in a study of 3–5 year old children’s learning science. Formal sciencing [composting (decomposition]), informal sciencing (prism on window sill [refracting light]) and incidental sciencing (textured path and chalk [force]), are discussed. The research introduced also noted how science can be foregrounded as part of the traditional areas within the preschool (Sensory garden [herbs – use, growth and care]). In addition, it was noted that science areas can be specifically organised through building science infrastructure into the centre (light area [blocking light, light reflecting and refracting]). Importantly, this chapter also shows how the using of science in everyday life in the centre (e.g. weather watching) affording science learning amongst preschool children.]

Published: Aug 14, 2014

Keywords: Everyday concepts and scientific concepts; Light; Sciencing; Wondering

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