A cultural-historical study of children learning science : foregrounding affective imagination in play-based settings / Marilyn Fleer, Niklas Pramling
- Bib ID:
- 6814492
- Format:
- Book
- Author:
- Fleer, Marilyn, author
- Description:
-
- Dordrecht : Springer, [2015]
- ©2015
- xix, 213 pages : illustrations (black and white) ; 25 cm.
- ISBN:
-
- 9789401793698 (hardback)
- 9401793697 (hardback)
- 9789401793704 (eBook)
- Series:
- Cultural studies of science education ; 11. 1879-7229
- Full contents:
-
- Machine generated contents note: pt. I Theoretical Foundations for Learning Science in Early Childhood
- 1.Learning Science in Everyday Life
- A Cultural-Historical Framework
- 1.1.Introduction: Our Historical Legacy
- 1.2.Children's Science
- 1.3.Conceptual Change and Socioscientific Approaches to Teaching Early Childhood Science
- 1.4.The Dialectical Relations Between Everyday Concepts and Scientific Concepts
- References
- 2.How Preschools Environments Afford Science Learning
- 2.1.Introduction
- 2.2.Cultural-Historical Development of Science
- 2.3.Preschool Science Environments
- 2.3.1.Science as Part of the Traditional Areas Within the Preschool
- 2.3.2.Creating a Science Area
- Building Science Infrastructure
- 2.3.3.Using Science in Everyday Life in the Centre
- 2.3.4.Example 1: Weather Watching
- 2.3.5.Example 2: Composting and Growing Vegetables
- References
- 3.Imagination and Its Contributions to Learning in Science
- 3.1.Introduction
- Contents note continued: 3.2.Imagination and Creativity in Science
- 3.3.Case Example: Learning Science Through Goldilocks and the 3 Bears
- 3.3.1.Collective Investigations and Narratives
- 3.3.2.Affective Imagination
- 3.3.3.Being in and out of Imaginary Situations
- Flickering
- 3.3.4.Duality of Emotions and Thinking
- 3.3.5.Emotional Filtering
- 3.3.6.Wholeness Approach to Science Learning in Preschools
- 3.4.Perezhevanie as an Explanation of Quality Early Childhood Science Learning
- References
- 4.Theoretical and Conceptual Insights
- The Young Learner in Science
- 4.1.Introduction
- 4.2.Principles for Science Learning
- References
- pt. II Knowledge Construction in Science
- 5.Knowledge Construction in Early Childhood Science Education
- 5.1.Introduction
- 5.2.Three Paradigms for Understanding Children's Development in Science
- 5.2.1.The Individualistic Paradigm
- 5.2.2.Social Interactionist Paradigm
- 5.2.3.Cultural-Historical Paradigm
- Contents note continued: 5.3.Australasian and South Pacific Contexts
- 5.4.Nordic Research on Early Childhood Science Education: A Cultural-Historical Paradigm
- 5.4.1.Communicative, Contextual and Institutional Embeddedness
- 5.4.2.Tool-Mediated Inquiry into the Natural World
- 5.4.3.The (Missing) Practices of Early Childhood Science Education
- 5.5.Greece: A Social Interactionist Paradigm
- 5.6.The United States of America: An Individualistic Paradigm
- 5.7.Conclusion
- References
- 6.Knowledge Construction Is Culturally Situated: The Human Invention of Empirical, Narrative and Theoretical Knowledges
- 6.1.Introduction
- 6.2.Empirical Knowledge
- 6.2.1.Observation: Mixing Oil in Sandpit (26.8)
- 6.3.Narrative Knowledge
- 6.3.1.Transcript: Medicine for Humpty Dumpty (23.8)
- 6.4.Theoretical Knowledge
- 6.4.1.Map and Treasure Hunt
- 6.5.Naming Bugs (27.2)
- 6.6.Knowledge Construction in Early Childhood Science Education
- References
- Contents note continued: 7.Positioning Children in Research and the Implications for Our Images of Their Competences
- 7.1.Introduction
- 7.2.Studying and Producing Images of Children's Competences in Research
- 7.3.The Child's Understanding of the Interview Situation
- 7.4.Communicative Framing and Analysis
- References
- pt. III The Pedagogical Construction of Learning Science
- 8.Learning and Metaphor: Bridging the Gap Between the Familiar and the Unfamiliar
- 8.1.Introduction
- 8.2.Studying Metaphorical Speech and Changing Notions of Children's Abilities
- 8.3.Using Metaphorical Speech in Early Childhood Science Activities
- 8.4.Giving Nature Human Form
- References
- 9.Simile, Metaphor and Learning to Perceive the World in Functional and Culturally Relevant Ways
- 9.1.Introduction
- 9.2.What It Looks Like or What It Is: Different Pedagogical Principles and Their Possible Institutional Embeddedness
- 9.3.Telling and Explaining
- Contents note continued: 9.4.Under the Microscope, Up the Wall: What It Is They Look at, How It Looks, and the Aesthetics of Perception
- 9.5.Discussion: What a Phenomenon Looks Like and What It Is
- References
- 10.Learning to 'Read' and Produce Graphical Representations in Science
- 10.1.Introduction
- 10.2.Previous Research on Children's Drawings in Science Class
- 10.3.Empirical Study
- 10.3.1.Introducing the Theme
- 10.3.2.Representing the Human Body in a Drawing
- 10.3.3.The Parts and Functions of the Human Body and How It Is and Can Be Represented in Drawings
- 10.3.4.Observing and Speaking About a Skeleton
- 10.3.5.Drawing a Skeleton: Negotiating What to Include in the Representation
- 10.4.Discussion: Learning to Represent
- References
- 11.The Nature of Scientific Educational Encounters
- 11.1.Introduction
- 11.2.Educational Encounters
- 11.2.1.Establishing Intersubjectivity or Sustained Shared Thinking
- 11.2.2.Mediated Learning
- Contents note continued: 11.2.3.Using Children's Different Understanding as a Resource and Pedagogical Principle
- 11.2.4.Discovering by Oneself or Mediated Through Communication
- 11.3.Children's Interest and How to Nurture It
- References
- 12.Theoretical and Conceptual Insights
- Representations in Science
- References
- pt. IV Models of Early Childhood Teaching
- 13.A Cultural-Historical Model of Early Childhood Science Education
- 13.1.Introduction
- 13.2.A Cultural-Historical Informed Pedagogical Model of Early Childhood Science Education
- 13.2.1.The Relations Between Learning and Development
- 13.2.2.A Pedagogical Framework for Scientific Learning
- 13.3.Conclusion.
- Notes:
- Includes bibliographical references.
- Subject:
- Other authors/contributors:
- Pramling, Niklas, author
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2015
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