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Cultural Studies of Science Education

Erschienen in:

01.06.2014 | Forum

Towards multidimensional approaches to early childhood science education

verfasst von: Christina Siry

Erschienen in: Cultural Studies of Science Education | Ausgabe 2/2014

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Abstract

In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their paper: “What is science in preschool?” and “What do teachers have to know to empower children?” In particular, I elaborate on the value of drawing on multiple perspectives and different epistemological frameworks, and I argue for the need for a reconceptualized notion of science as a school discipline; one that acknowledges the multifaceted ways in which young children engage in science.

Vorheriger Artikel What is science in preschool and what do teachers have to know to empower children?

Nächster Artikel Connecting science to everyday experiences in preschool settings

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Titel: Towards multidimensional approaches to early childhood science education
verfasst von: Christina Siry
Publikationsdatum: 01.06.2014
Verlag: Springer Netherlands
Erschienen in: Cultural Studies of Science Education / Ausgabe 2/2014
Print ISSN: 1871-1502
Elektronische ISSN: 1871-1510
DOI: https://doi.org/10.1007/s11422-012-9445-8

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