Substantive conceptual development in preschool science : contemporary issues and future directions

Allen, Michael and Kambouri Danos, Maria (2017) Substantive conceptual development in preschool science : contemporary issues and future directions. Early Child Development and Care, 187(2), pp. 181-191. ISSN (print) 0300-4430

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Abstract

There has been a dearth of published research exploring the scientific ideas that young children construct, particularly in prestigious periodicals in the science education genre. The current article discusses the reasons behind this lack of prominence, and suggests ways forward that may link work from the field of developmental psychology with the findings of educational research conducted with older children. A recent innovation, learning progressions, is offered as a potential theoretical basis for providing these links. Key words: science misconceptions; early years development; learning progression; science substantive concepts.

Item Type: Article
Uncontrolled Keywords: science misconceptions, early years development, learning progression, science substantive concepts
Research Area: Education
Faculty, School or Research Centre: Faculty of Health, Social Care and Education > School of Education (from January 2013)
Depositing User: Michael Allen
Date Deposited: 11 Oct 2016 07:37
Last Modified: 27 Apr 2018 02:05
URI: http://eprints.kingston.ac.uk/id/eprint/36221

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