School Science: An Approach to Rethinking What Students Learn and How They Might be Better Engaged
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
A cultural‐historical study of how educators create conditions for infant and toddler learning in science
Science Education,
Год журнала:
2024,
Номер
108(6), С. 1495 - 1518
Опубликована: Июнь 1, 2024
Abstract
Calls
to
bring
more
equity
into
science
education
research
(McWayne
and
Melzi,
2023)
are
most
notable
for
early
childhood.
We
know
very
little
about
the
teaching
of
infants
toddlers,
yet
this
is
where
begins.
To
address
dearth
in
research,
we
undertook
an
in‐depth
intervention
study
Australian
childhood
center
with
six
educators
working
11
toddlers
learning
(1.1–2.0
years;
mean
1.6)
identify
how
support
a
play‐based
setting
over
10
sessions.
Specifically,
our
question
was
do
create
conditions
interact
science.
found
form
co‐operation
between
that
centered
on
educator
sensitivity
noticing
science,
generating
rather
than
following
infant
interest,
focused
thinking
spaces,
use
scientific
language
by
educators,
planned
conceptual
progression,
props
as
placeholders
meaning
acted
pivots
prompts
imaginary
situations.
argue
under
taught
infants,
greater
insights
teach
such
young
children
possible,
thereby
making
available
evidence‐informed
practice
researched
area
guide
toddlers.
Язык: Английский
Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination
Learning Culture and Social Interaction,
Год журнала:
2024,
Номер
48, С. 100851 - 100851
Опубликована: Авг. 15, 2024
In
line
with
contemporary
views
that
problematise
a
stage-based
approach
to
play,
the
study
reported
in
this
paper
investigated
early
forms
of
imaginary
play
infants
and
toddlers.
Results
from
two
cohorts
are
presented
support
genesis
(11
infants;
1.1–2.0y;
mean
1.6)
development
imagination
as
psychological
function
(19
toddlers;
2.5–3.3ys;
2.9).
Under
same
conditions
an
intervention
Conceptual
PlayWorld,
results
show
situations
gesturing
imaginative
intent,
under
three-year-olds
engaged
more
developed
actions.
Invited
into
scenarios
by
educators,
dramatic
tension
between
infants'
reality
their
playing
was
resolved
through
imitation,
while
toddlers
emotional
tensions
drama
imagining
(images).
We
concluded
there
unique
relationship
image
formation,
imagination.
argue
when
is
made
available
evident
suggest
educators
have
key
role
creating
group
settings.
Язык: Английский
Contradictions and roadblocks: a cultural-historical study of educators’ beliefs and practices in the teaching of science concepts to infants and toddlers
International Journal of Science Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 29
Опубликована: Май 30, 2024
Whilst
there
is
a
body
of
emerging
literature
related
to
science
education
for
children
aged
3
years
and
above,
less
known
about
educators'
beliefs
when
planning
the
teaching
concepts
infants
toddlers
in
group
settings.
This
paper
discusses
how
educators
working
with
under
18
months
age
talk
plan
concepts.
We
undertook
an
educational
experiment
6
11
1.1–2.0
(mean
1.6
years).
An
analysis
digital
data
18.1
h
(5.2
adult-researcher
data;
12.9
observations)
revealed
both
roadblocks
contradictions
practices
infant
toddler
learning
Initial
include
focusing
on
activities
not
concepts,
following
interests
introducing
content,
belief
associated
developmental
restrictions
regarding
if
resources
are
relevant/safe
this
period.
These
were
genuine
blocks
shifting
towards
found
conditions
intervention,
these
resolved,
giving
more
opportunities
infant-toddler
engagement
learning.
Язык: Английский
Infants and Toddlers in Imaginary Play Situations: The Genesis and Conditions that Support the Development of Imagination
Опубликована: Янв. 1, 2024
In
line
with
contemporary
views
that
problematises
a
stage-based
approach
to
play,
the
study
reported
in
this
paper
investigated
early
forms
of
imaginary
play
infants
and
toddlers.
Results
from
two
cohorts
are
presented
support
genesis
(11
infants;
1.1-2.0y;
mean
1.6)
development
imagination
as
psychological
function
(19
toddlers;
2.5-3.3ys;
2.9).
Under
same
conditions
an
intervention
Conceptual
PlayWorld,
results
show
situations
gesturing
imaginative
intent,
under
three-year-olds
engaged
more
developed
actions.
Invited
into
scenarios
by
educators,
dramatic
tension
between
infants'
reality
their
playing
was
resolved
through
imitation,
while
toddlers
emotional
tensions
drama
imagining
(images).
We
concluded
there
unique
relationship
image
formation,
imagination.
argue
when
is
made
available
evident
suggest
educators
have
key
role
creating
group
settings.
Язык: Английский
The Use of Digital Artifacts to Analyse Science Concept Formation in Very Young Children
Perspectives in cultural-historical research,
Год журнала:
2024,
Номер
unknown, С. 91 - 99
Опубликована: Янв. 1, 2024
Abstract
Research
examining
conceptual
development
in
pre-school
age
children
has
relied
predominantly
on
children’s
verbal
responses
and
interactions.
During
infancy,
however,
immature
language
skills
limit
the
use
of
such
commonly
used
methods.
Studying
infants
toddlers
during
pandemic
added
new
challenges
to
this
unique
highly
demanding
research
area.
In
chapter,
we
showcase
how
digital
visual
methods,
developed
introduced
response
methodological
‘crisis’,
offer
researchers
a
means
through
which
many
inherent
studying
very
young
children,
can
be
overcome.
To
highlight
affordances
using
artefacts
analyse
concept
formation,
chapter
focuses
science
infancy
toddlerhood.
Indicative
examples
from
implementation
Conceptual
PlayWorld
as
an
educational
experiment
(see
Chap.
2
)
illustrative
data
analysis
with
aged
8
36
months.
It
is
shown
that
artefacts,
subtleties
reflected
physical
movement
interactions
(e.g.,
gestures,
embodied
peer
interactions),
captured
later
analysed.
Key
points
are
able
look
for,
capture,
dialectically
interrelate
when
analysing
formation
specifically
highlighted.
We
argue
artifacts
allow
recreation
body
shading
light
dimensions
child’s
experience
opening
space
for
reflection
researchers.
Consequently,
adopting
dialectical
lens
analyzing
data,
possible
insight
into
process
it
occurs
young,
non-verbal
afforded.
Язык: Английский
The Interrelation Between Everyday and Scientific Conceptualization in Preschool Technology Activities
Journal of Research in Childhood Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 15
Опубликована: Дек. 17, 2024
Young
children
encounter
diverse
technologies
daily,
yet
the
underlying
principles
often
remain
concealed.
Previous
research
emphasizes
importance
of
integrating
hands-on
experiences
to
foster
scientific
technology
concepts
in
children's
contexts.
Drawing
on
a
Vygotskian
theoretical
framework,
we
explore
how
everyday
and
conceptualizations
are
enacted
interrelated
interactions
between
preschool
teachers
that
include
activities.
In
study,
understood
as
being
learned
through
direct
interaction
with
tangible
objects
interdependent
structure
formal
education.
Empirical
data
comprise
three
video-documented
activities
involving
two
six
(2–3
years)
from
groups.
The
participants'
were
analyzed
using
socio-culturally
informed
analysis.
Ethical
considerations
continuously
applied,
specific
attentiveness
regarding
young
children.
results
suggest
participants
move
their
interactions,
primarily
hands-on,
teacher-mediated
educational
play-framed
activities,
facilitating
exploration
non-verbal
verbal
interaction.
underscore
teachers'
subject
knowledge
didactic
ability
observe,
respond
to,
interrelate
emerging
technology.
Язык: Английский