The Resource A Cultural-Historical Study of Children Learning Science : Foregrounding Affective Imagination in Play-based Settings, by Marilyn Fleer, Niklas Pramling, (electronic resource)

A Cultural-Historical Study of Children Learning Science : Foregrounding Affective Imagination in Play-based Settings, by Marilyn Fleer, Niklas Pramling, (electronic resource)

Label
A Cultural-Historical Study of Children Learning Science : Foregrounding Affective Imagination in Play-based Settings
Title
A Cultural-Historical Study of Children Learning Science
Title remainder
Foregrounding Affective Imagination in Play-based Settings
Statement of responsibility
by Marilyn Fleer, Niklas Pramling
Creator
Contributor
Author
Provider
Subject
Language
eng
Summary
This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings
Member of
http://library.link/vocab/creatorName
Fleer, Marilyn
Image bit depth
0
LC call number
LC8-6691
Literary form
non fiction
http://library.link/vocab/relatedWorkOrContributorName
  • Pramling, Niklas.
  • SpringerLink
Series statement
Cultural Studies of Science Education,
Series volume
11
http://library.link/vocab/subjectName
  • Education
  • Science
  • Early childhood education
  • Education
  • Science Education
  • Childhood Education
  • Learning & Instruction
Label
A Cultural-Historical Study of Children Learning Science : Foregrounding Affective Imagination in Play-based Settings, by Marilyn Fleer, Niklas Pramling, (electronic resource)
Instantiates
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Section 1: Theoretical foundations for learning science in early childhood -- Learning science in everyday life – a cultural-historical framework -- How preschools environments afford science learning -- Imagination and its contributions to learning in science -- Theoretical and conceptual insights – the young learner in science -- Section 2: Knowledge construction in science -- Knowledge construction in early childhood science: The human invention of empirical, narrative and theoretical -- Knowledge construction is culturally situated -- Positioning children in research and the implications for our images of their competence -- Section 3: The pedagogical construction of learning science -- Learning and metaphor: Bridging the gap between the familiar and the unfamiliar -- Simile, metaphor and learning to perceive the world in functional and culturally relevant ways -- Learning to ‘read’ and produce graphical representations -- The nature of educational encounters -- Theoretical and conceptual insights – representations in science -- Section 4: Models of early childhood teaching -- A cultural-historical model of early childhood science education
Dimensions
unknown
Extent
XIX, 213 p. 13 illus., 11 illus. in color.
File format
multiple file formats
Form of item
electronic
Isbn
9789401793704
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-94-017-9370-4
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
(DE-He213)978-94-017-9370-4
Label
A Cultural-Historical Study of Children Learning Science : Foregrounding Affective Imagination in Play-based Settings, by Marilyn Fleer, Niklas Pramling, (electronic resource)
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Section 1: Theoretical foundations for learning science in early childhood -- Learning science in everyday life – a cultural-historical framework -- How preschools environments afford science learning -- Imagination and its contributions to learning in science -- Theoretical and conceptual insights – the young learner in science -- Section 2: Knowledge construction in science -- Knowledge construction in early childhood science: The human invention of empirical, narrative and theoretical -- Knowledge construction is culturally situated -- Positioning children in research and the implications for our images of their competence -- Section 3: The pedagogical construction of learning science -- Learning and metaphor: Bridging the gap between the familiar and the unfamiliar -- Simile, metaphor and learning to perceive the world in functional and culturally relevant ways -- Learning to ‘read’ and produce graphical representations -- The nature of educational encounters -- Theoretical and conceptual insights – representations in science -- Section 4: Models of early childhood teaching -- A cultural-historical model of early childhood science education
Dimensions
unknown
Extent
XIX, 213 p. 13 illus., 11 illus. in color.
File format
multiple file formats
Form of item
electronic
Isbn
9789401793704
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-94-017-9370-4
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
(DE-He213)978-94-017-9370-4

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