Substantive Conceptual Development in Preschool Science: Contemporary Issues and Future Directions

Autor/inn/en	Allen, Michael; Kambouri-Danos, Maria
Titel	Substantive Conceptual Development in Preschool Science: Contemporary Issues and Future Directions
Quelle	In: Early Child Development and Care, 187 (2017) 2, S.181-191 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1237561
Schlagwörter	Young Children; Science Education; Preschool Education; Scientific Concepts; Misconceptions; Concept Formation; Developmental Stages + Suchen Sie Ihr Suchwort? Frühe Kindheit; Naturwissenschaftliche Bildung; Pre-school education; Vorschulerziehung; Missverständnis; Concept learning; Begriffsbildung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01