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A Cultural-Historical Study of Children Learning ScienceKnowledge Construction in Early Childhood Science Education

A Cultural-Historical Study of Children Learning Science: Knowledge Construction in Early... [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 young learner. We consider the forms of logic drawn upon by scholars in the Australasia and South Pacific region, in the European and Nordic region, and the US. In order to understand the contributions these scholars have made for early childhood science education, we explore the forms of knowledge within the context of the child development paradigms that have underpinned science education. Our analysis of the literature draws upon a critique the following three paradigms: the individualistic paradigm, the social interactionist paradigm, and a cultural-historical paradigm. In this chapter empirical examples are presented in their original form from the country from which they were generated. This locates the research and theoretical concepts, but it also gives a more genuine international focus when conceptualsing science learning.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Cultural-Historical Study of Children Learning ScienceKnowledge Construction in Early Childhood Science Education

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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2015
ISBN
978-94-017-9369-8
Pages
67 –93
DOI
10.1007/978-94-017-9370-4_5
Publisher site
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Abstract

[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 young learner. We consider the forms of logic drawn upon by scholars in the Australasia and South Pacific region, in the European and Nordic region, and the US. In order to understand the contributions these scholars have made for early childhood science education, we explore the forms of knowledge within the context of the child development paradigms that have underpinned science education. Our analysis of the literature draws upon a critique the following three paradigms: the individualistic paradigm, the social interactionist paradigm, and a cultural-historical paradigm. In this chapter empirical examples are presented in their original form from the country from which they were generated. This locates the research and theoretical concepts, but it also gives a more genuine international focus when conceptualsing science learning.]

Published: Aug 14, 2014

Keywords: Individualistic paradigm; Social interactionist paradigm; Cultural-historical paradigm; Australasia and South Pacific region; European region; Nordic region; United States

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