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A Cultural-Historical Study of Children Learning ScienceLearning Science in Everyday Life – A Cultural-Historical Framework

A Cultural-Historical Study of Children Learning Science: Learning Science in Everyday Life – A... [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 example, cultural-historical theory is introduced as the theoretical perspective guiding the whole book. In this chapter, we do not simply introduce the chapters or sections of the book, but rather this chapter provides a theoretical framework and context where the major concepts and themes that are introduced later in the book are presented to give a comprehensive account of early childhood science education. The content of this book is introduced through a discussion of why this particular book on early childhood science is needed for advancing theory and practice in early childhood science education.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Cultural-Historical Study of Children Learning ScienceLearning Science in Everyday Life – A Cultural-Historical Framework

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Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2015
ISBN
978-94-017-9369-8
Pages
3 –22
DOI
10.1007/978-94-017-9370-4_1
Publisher site
See Chapter on Publisher Site

Abstract

[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 example, cultural-historical theory is introduced as the theoretical perspective guiding the whole book. In this chapter, we do not simply introduce the chapters or sections of the book, but rather this chapter provides a theoretical framework and context where the major concepts and themes that are introduced later in the book are presented to give a comprehensive account of early childhood science education. The content of this book is introduced through a discussion of why this particular book on early childhood science is needed for advancing theory and practice in early childhood science education.]

Published: Aug 14, 2014

Keywords: Cultural-historical theory; Early childhood science education; Constructivism; Slowmation; Children’s science; Conceptual change; Force

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