Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

A Cultural-Historical Study of Children Learning ScienceTheoretical and Conceptual Insights – The Young Learner in Science

A Cultural-Historical Study of Children Learning Science: Theoretical and Conceptual Insights –... [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 for granted’ assumptions; foregrounding the everyday concepts that young children hold, rather than being seen as getting in the way of scientific learning; framing science learning as a dialectical relations between scientific concepts and everyday; and conceptualizing science knowledge as dynamic. In drawing together these four principles, this chapter theorises a new set of assumptions for shaping the development of a cultural-historical view of learning in science for young children.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Cultural-Historical Study of Children Learning ScienceTheoretical and Conceptual Insights – The Young Learner in Science

Download PDF
5 pages

Loading next page...
 
/lp/springer-journals/a-cultural-historical-study-of-children-learning-science-theoretical-X63wGHvnEh
Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2015
ISBN
978-94-017-9369-8
Pages
59 –63
DOI
10.1007/978-94-017-9370-4_4
Publisher site
See Chapter on Publisher Site

Abstract

[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 for granted’ assumptions; foregrounding the everyday concepts that young children hold, rather than being seen as getting in the way of scientific learning; framing science learning as a dialectical relations between scientific concepts and everyday; and conceptualizing science knowledge as dynamic. In drawing together these four principles, this chapter theorises a new set of assumptions for shaping the development of a cultural-historical view of learning in science for young children.]

Published: Aug 14, 2014

Keywords: Historical legacy; Dialectical relations; Science knowledge as dynamic

There are no references for this article.