229,76 €
255,29 €
-10% with code: EXTRA
Science Education During Early Childhood
Science Education During Early Childhood
229,76
255,29 €
  • We will send in 10–14 business days.
Children's learning and understanding of science during their pre-school years has been a neglected topic in the education literature--something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, sinc…
255.29
  • Publisher:
  • Year: 2014
  • Pages: 224
  • ISBN-10: 9401780463
  • ISBN-13: 9789401780469
  • Format: 15.6 x 23.4 x 1.3 cm, minkšti viršeliai
  • Language: English
  • SAVE -10% with code: EXTRA

Science Education During Early Childhood (e-book) (used book) | bookbook.eu

Reviews

(5.00 Goodreads rating)

Description

Children's learning and understanding of science during their pre-school years has been a neglected topic in the education literature--something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children's cognitive engagement with science-related concepts.

The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children's development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children's participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.

EXTRA 10 % discount with code: EXTRA

229,76
255,29 €
We will send in 10–14 business days.

The promotion ends in 23d.01:25:28

The discount code is valid when purchasing from 10 €. Discounts do not stack.

Log in and for this item
you will receive 2,55 Book Euros!?
  • Author: Wolff-Michael Roth
  • Publisher:
  • Year: 2014
  • Pages: 224
  • ISBN-10: 9401780463
  • ISBN-13: 9789401780469
  • Format: 15.6 x 23.4 x 1.3 cm, minkšti viršeliai
  • Language: English English

Children's learning and understanding of science during their pre-school years has been a neglected topic in the education literature--something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children's cognitive engagement with science-related concepts.

The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children's development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children's participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.

Reviews

  • No reviews
0 customers have rated this item.
5
0%
4
0%
3
0%
2
0%
1
0%
(will not be displayed)