Taking a Dialogic Stance in Interaction with the Youngest Children – Supporting Concept Learning and Emergent Science DOI
Hege Myklebust, Inga Margrethe Fagerbakke

Опубликована: Янв. 1, 2023

This article explores a conversation between student teacher (ST) and three-year-old child regarding slug, using an eclectic variety of Conversation Analysis. The is selected as extreme case from the complete video material for PhD thesis. Through analysis interpretation, describes discusses importance adult taking dialogic stance to support concept learning emergent science, even when child's verbal participation initially limited. research question is: How can adults science young children through dialogue contributions are limited? shows that ST takes by sharing interest in slug mirroring body language glances, acknowledging contributions, asking questions providing information and, most importantly, wait time.

Язык: Английский

Young children’s conceptions of computing in an African setting DOI Creative Commons
Michael Mayowa Oyedoyin, Ismaila Temitayo Sanusi, Musa Adekunle Ayanwale

и другие.

Computer Science Education, Год журнала: 2024, Номер unknown, С. 1 - 36

Опубликована: Фев. 11, 2024

Background and Context Recognizing that digital technologies can enable economic transformation in Africa, computing education has been considered a subject relevant for all within the compulsory level of education. The implementation many schools is, however, characterized by myriad challenges, including pedagogical affordances, especially early stages basic There is need, therefore, to understand how children primary be supported learn computing.

Язык: Английский

Процитировано

6
School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged DOI Creative Commons
Connie Cirkony, Glykeria Fragkiadaki, Richard Gunstone

и другие.

Science Education, Год журнала: 2025, Номер unknown

Опубликована: Фев. 1, 2025

ABSTRACT For decades, two critical challenges have plagued school science in the years it is compulsory for students many educational contexts across globe: how best to identify what meaningful all learn during their formal education, and keep these engaged learning of this science. Diverse curriculum movements over decades throughout English‐speaking world provided different conceptualizations about content process should learn, suggested pedagogical practices engage that learning. However, intertwined specific concern article clearly remain: include foster student engagement with In paper, we first seek provide insights relevant via reviews extant research three quite broad important areas scholarship: (a) concepts imagination creativity, considered particularly through current cultural‐historical approaches early learning; (b) long‐standing support around globe a range inquiry‐based approaches; (c) German constructs Didaktik Bildung as existing paths from non‐Anglo context assist determination choices inclusion or rejection. We then consider discussions can lead considerations better address challenges. Though simple solutions complex multifaceted are unlikely beyond aim interrelated aspects our point curriculum‐focussed initiatives focussing on “big ideas” way determine content. conclude by briefly illustrating example structured big ideas science: is, those argued be fundamental learner course education.

Язык: Английский

Процитировано

0
IMPLEMENTATION OF PROJECT-BASED LEARNING IN IMPROVING SCIENTIFIC LITERACY IN EARLY CHILDHOOD EDUCATION: SYSTEMATIC LITERATURE REVIEW DOI Open Access

Delfi Eliza,

Trisna Mulyeni, Yulsyofriend Yulsyofriend

и другие.

Journal of Baltic Science Education, Год журнала: 2025, Номер 24(1), С. 71 - 91

Опубликована: Фев. 25, 2025

Improving scientific literacy is crucial for early childhood development, yet limited studies necessitate a thorough analysis to identify effective solutions. This study aims analyze the implementation of project-based learning in education improve literacy. The followed identification, screening, eligibility assessment, and inclusion stages using systematic literature review based on PRISMA framework. Sources were accessed from databases such as Google Scholar, ERIC, Springer, JSTOR, Dimensions, ScienceDirect, totalling 2085 articles. After screening articles published between 2014 2024, written English, relevant topic, 55 selected further analysis. findings categorize approaches, trends, subjects, effects, media used adopting develop childhood. Two main approaches identified: 1) narrative dialogue 2) learning. Project-based widely applied 16 countries Asia, America, Australia, Europe. indicates that improves physics, biology, astronomy, technology through experimental tools, toys, robots, AR, VR, AI. Therefore, implementing supported by innovative an solution improving Keywords: education, review, learning,

Язык: Английский

Процитировано

0
Assessing Greek pre-service primary teachers’ scientific literacy DOI Creative Commons
Georgios Stylos, Olga Siarka, Konstantinos Τ. Kotsis

и другие.

European Journal of Science and Mathematics Education, Год журнала: 2022, Номер 11(2), С. 271 - 282

Опубликована: Ноя. 13, 2022

In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related science, health, environment. The purpose of this research study validate Scientific Literacy Assessment (SLA) tool in Greek language investigate level SL 362 pre-service primary school teachers. Reliability validity were examined using exploratory factor analysis, confirmatory analysis Cronbach’s alpha coefficient, statistical was performed verify structure two components SLA. results revealed demonstrated knowledge (SLA-D1) moderate while motivational beliefs about learning science satisfactory (SLA-MB). terms demographic factors such as gender, high course specialization undergraduate year, effect on SLA scores. Recommendations for further teacher preparation programs are presented.

Язык: Английский

Процитировано

18
A Comparative Study between Greek Pre-service Teachers and Primary School Students’ Scientific Literacy Levels DOI Creative Commons
Konstantinos G. Tsoumanis, Georgios Stylos, Konstantinos Τ. Kotsis

и другие.

Science education international, Год журнала: 2023, Номер 34(2), С. 121 - 131

Опубликована: Июнь 1, 2023

In recent decades, enhancing scientific literacy has been the ultimate goal of science education worldwide. This effort aims to develop skills by individuals cope with challenges modern world, which requires knowledge and thinking. research study aimed investigate compare level Greek pre-service teachers primary school students. The total number participants was 787, 362 were 425 Scientific assessed selected response measure demonstrated (SLA-D). According descriptive analyses statistical hypothesis tests, teachers’ considered significantly higher than students, as expected. However, both students in sample remained low. work provides recommendations for actions that can help improve so schools become a source scientifically literate future citizens.

Язык: Английский

Процитировано

8
The Hidden and Invisible: Supporting Science Learning in Infant-Toddler Group Settings DOI
Glykeria Fragkiadaki, Marilyn Fleer, Prabhat Rai

и другие.

Journal of Research in Childhood Education, Год журнала: 2023, Номер 38(2), С. 227 - 242

Опубликована: Июль 27, 2023

Science concept formation has a long history in early childhood educational research. Most of the studies field focus on way children form science concepts as preschoolers. However, less is known about nature for under 3 years age. This study explores how teachers create conditions infants. The research design drew Conceptual PlayWorld model, collective practice learning and development through imagination play. Thirteen infants with mean age 1.2 (1 year months) participated study. Visual methods were used digital data collection analysis. analysis upon cultural-historical interrelation between everyday scientific real ideal forms. foregrounded four key elements introducing infants' reality: 1) making meaningful interrelations concept, 2) consistently using language, 3) appropriate analogies, 4) forms method. overall findings open new understandings infants, informing pedagogical this under-researched area.

Язык: Английский

Процитировано

7
Scientific Toys in Early Childhood Settings: Teaching and Learning About Light and Shadows DOI
Glykeria Fragkiadaki,

Eirini-Maria Frangedaki,

Iro Zachariadi

и другие.

Research in Science Education, Год журнала: 2024, Номер unknown

Опубликована: Дек. 13, 2024

Язык: Английский

Процитировано

1
Approaches to Foster Young Children’s Engagement with Climate Action: A Scoping Review DOI Open Access
Jane Spiteri

Sustainability, Год журнала: 2023, Номер 15(19), С. 14604 - 14604

Опубликована: Окт. 9, 2023

Climate change poses a significant risk to young children (birth eight years). Early childhood education and care is believed play pivotal role in guaranteeing children’s understanding of sustainability issues climate change. Yet how translates into action early still unknown, there need for research explore the approaches that may be deployed foster engagement with action. This scoping review aims identify describe existing literature highlighting used amongst children; map gaps this emerging field inquiry; make recommendations areas future address problem. These findings offer potential priorities educators, researchers policymakers develop programmes are meaningful years. Based on findings, interventions related literacy education, which helpful raising awareness among children, will outlined.

Язык: Английский

Процитировано

3
Conceptual PlayWorld for Infant-Toddlers: The Unique Nature of Becoming a Science Learner in the Early Years of Life DOI
Marilyn Fleer

Research in Science Education, Год журнала: 2023, Номер 54(2), С. 315 - 338

Опубликована: Ноя. 27, 2023

Язык: Английский

Процитировано

3
“Teacher, I know how to do it”: An engineering design-based STEM activity on the concepts of forces and floating/sinking for young problem solvers DOI
Aysun Ata Aktürk

Science Activities, Год журнала: 2022, Номер 60(1), С. 12 - 24

Опубликована: Сен. 30, 2022

This article aims to implement an engineering design-based STEM activity for young children and evaluate the implementation process of activity, along with providing some revision ideas. The was held as a 90-minute weekend workshop participation six aged four seven. Data were collected through digital observations field notes. In followed four-step design process. They solved cartoon characters' problem by designing floatable boat that could take characters across lake. addition, tried move their toy boats on water without touching them. Throughout gained hands-on experience concept force. made predictions about tested what material would suit designs. Thus they had opportunity think might affect sinking or floating objects in water. heard each other's ideas observed testing both own other children's all these respects, this suggests playful developmentally appropriate challenges can be effective creating mindsets. also includes integrating into curriculum early childhood education settings line experiences obtained from

Язык: Английский

Процитировано

4