Research Trends and Development Perspectives in Early Childhood Science Education: An Overview
Education Sciences,
Journal Year:
2022,
Volume and Issue:
12(7), P. 456 - 456
Published: June 30, 2022
This
article
serves
as
a
critical
approach
to
both
the
emergence
and
identity
formation
of
Early
Childhood
Science
Education
(ECSE)
new
scientific
field,
consolidated
within
association
certain
research
divisions
Education,
various
branches
Psychology
dealing
with
learning,
Education.
Consequently,
we
present
trends,
orientations,
currents
in
ECSE,
such
study
children’s
mental
representations,
development
teaching
activities,
teachers’
perspectives,
preparation
materials,
skills,
diversity
inclusive
education,
influence
family,
etc.
Finally,
formulate
some
concluding
remarks
on
perspectives
epistemological
ECSE.
Language: Английский
What Use Is a Precursor Model in Early Science Teaching and Learning? Didactic Perspectives
Contemporary trends and issues in science education,
Journal Year:
2022,
Volume and Issue:
unknown, P. 33 - 49
Published: Jan. 1, 2022
Language: Английский
Argumentation in Early Childhood: A Systematic Review
Human Development,
Journal Year:
2022,
Volume and Issue:
66(6), P. 397 - 413
Published: Jan. 1, 2022
While
scientific
evidence
on
argumentation
among
preschool
children
is
the
rise,
it
dispersed
over
a
number
of
different
fields,
which
may
obfuscate
its
visibility,
merit,
and
potential.
The
aim
this
systematic
review
was
to
synthesize
existing
research
and,
as
such,
shed
more
concerted
theoretical
empirical
light
origins
well
early
development
human
capacity
argue.
Based
57
included
studies,
we
show
that
has
been
approached
from
numerous
perspectives,
with
dialogic
view
productive
eclecticism
between
argumentation,
developmental,
learning,
linguistic
theories
main
denominators.
also
documents
young
children’s
displays
range
structural-discursive,
socio-interactional,
developmental
features,
positioning
them
argumentative
agents
in
their
own
right.
We
discuss
implications
our
findings
terms
further
theory
building
practical
significance.
Language: Английский
Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus?
Learning Culture and Social Interaction,
Journal Year:
2023,
Volume and Issue:
40, P. 100703 - 100703
Published: March 16, 2023
In
this
study,
we
investigate
peer
talk
in
consensus-oriented
first-grade
classrooms.
Earlier
research
has
shown
that
the
quality
of
argumentation
improves
when
students
argue
to
agree,
because
it
steers
toward
patterns
support
exploration
and
elaboration
perspectives
is
typical
deliberative
argumentation.
Using
multi-modal
analysis,
identify
four
talk.
First,
invoked
consensus
conversation
developed
a
direction
was
not
accordance
with
their
understanding
task
instructions.
Second,
tended
delegate
authority
decide
what
group
will
answer.
Third,
searched
for
lowest
common
denominator,
looking
element
individual
answers.
Fourth,
put
decision
vote,
going
majority
ignoring
minority.
We
these
illustrate
general
tendency
rush
conclusion.
Accordingly,
younger
need
more
explicit
instructional
design
by
teacher
different
perspectives.
Language: Английский
Embodied Argumentation in Young Children in Kindergarten
Education Sciences,
Journal Year:
2021,
Volume and Issue:
11(9), P. 514 - 514
Published: Sept. 7, 2021
In
kindergarten,
children
are
usually
engaged
with
both
verbal
activities
and
non-verbal
activities,
often
requiring
the
manipulation
of
physical
objects.
During
technical
tasks
(e.g.,
problem
solving),
can
use
argumentation
as
one
languages
science
that
mediates
how
they
interact
surrounding
world.
this
paper,
we
focused
on
in
kindergarten
order
to
understand
what
extent
objects
also
leave
space
for
argumentation.
The
study
involved
25
three
problem-solving
Lego®
some
recycled
materials.
To
analyze
(embodied)
side
argumentative
firstly
identified
structure
each
exchange
involving
participants.
Then,
segments
“incomplete”
dialogues
(i.e.,
presenting
only
elements
typical
children’s
argumentation)
by
appealing
multimodal
representations
(speech,
gestures,
objects).
findings
showed
even
apparently
incomplete
exchanges
have
an
function
generated
interactions.
Investigating
role
embodied
during
allow
teachers
recognize
further
develop
resources.
Language: Английский
Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom
Research in Science & Technological Education,
Journal Year:
2023,
Volume and Issue:
42(1), P. 94 - 113
Published: Aug. 11, 2023
Background
In
the
field
of
science
education,
adults
often
set
up
practical-based
activities
with
idea
stimulating
children's
reasoning
and
approaching
in
a
playful
way.
Although
potential
role
objects
social
practices
has
been
considered
literature,
how
teachers
work
on
semiotic
aspects
argumentation
is
still
less
explored.Purpose
this
paper,
purpose
to
identify
practice-based
experiences
settled
by
shape
education.Sample
design
methods
We
analyzed
tasks
involving
total
39
children
(6–7
years
old)
their
three
teachers,
coming
from
two
different
classrooms
cycle
1
(Harmos,
grades
3–4)Footnote1
recruited
French
speaking-part
Switzerland.
The
were
video-recorded
then
transcribed.
Through
lenses
pragma-dialectical
approach,
we
selected
argumentative
discussions
emerging
during
performed
qualitative
analysis
these
interactions,
looking
at
resources:
speech,
gaze
direction,
deictic
gestures,
position
physical
objects.Results
findings
show
that
play
crucial
sustaining
integration
resources
activities.Conclusion
As
classroom
evolves
through
mobilization
various
communicative
tools,
present
study
can
contribute
strengthen
interplay
between
channels
interaction
education
primary
school.
Language: Английский
Dialogic discussions for enhancing children’s argumentation skills in Indonesian reading sessions
Indonesian Journal of Applied Linguistics,
Journal Year:
2024,
Volume and Issue:
13(3), P. 500 - 512
Published: Jan. 31, 2024
Dialogic
discussions
offer
advantages
in
improving
language
and
literacy
skills.
However,
research
the
Indonesian
context
on
this
topic
is
limited.
Furthermore,
existing
studies
also
tend
to
overlook
challenges
associated
with
children’s
interactions.
To
bridge
gap,
study
investigated
role
of
dialogic
advancing
argumentation
abilities
during
reading
sessions.
This
utilized
a
case
approach,
involving
sixteen
fourth-grade
children
from
public
elementary
school.
Data
were
collected
through
observations,
field
notes,
audio
recordings.
The
participated
small
group
six
These
sessions
involved
exploring
both
fiction
non-fiction
texts,
centered
significant
moral
or
social
questions
dilemmas.
findings
revealed
an
increased
use
various
strategies
by
children,
including
presenting
reasons,
posing
challenges,
responding
challenges.
Using
personally
engaging
texts
proved
beneficial
for
sustaining
discussions,
as
it
encouraged
share
their
lived
experiences
opinions.
indicated
that
who
did
not
participate
seemed
distracted
individual
tasks.
provides
valuable
insights
into
dynamics
complexities
Language: Английский
THE RAINBOW IN THE THINKING OF PROSPECTIVE KINDERGARTEN TEACHERS
European Journal of Education Studies,
Journal Year:
2022,
Volume and Issue:
9(3)
Published: March 4, 2022
In
the
current
study,
representations
of
kindergarten
prospective
teachers
on
rainbow
formation
phenomenon
as
well
their
interest
in
implementing
rainbow-related
activities
teaching
were
explored.
This
study
is
part
a
research
perspective
that
aims
to
document
difficulties
Early
Childhood
Education
Physical
and
Biological
Sciences.
Rainbow
topic
was
chosen
one
hand
it
often
included
curricula
along
with
various
other
visual
phenomena
hand,
there
no
related
focuses
teachers’
views
about
this
phenomenon.
The
qualitative
exploratory
nature
conducted
through
semi-structured
interview.
From
data
analysis
found
sample
have
structured
mental
which
are
far
from
school
scientific
knowledge.
At
same
time,
they
consider
be
an
interesting
for
developing
classroom.<p>
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Language: Английский