The Development of a "Scientific Motive": How Preschool Science and Home Play Reciprocally Contribute to Science Learning

Autor/inn/en	Gomes, Judith; Fleer, Marilyn
Titel	The Development of a "Scientific Motive": How Preschool Science and Home Play Reciprocally Contribute to Science Learning
Quelle	In: Research in Science Education, 49 (2019) 2, S.613-634 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9631-5
Schlagwörter	Preschool Children; Preschool Education; Science Education; Learning Experience; Family Environment; Play; Scientific Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Naturwissenschaftliche Bildung; Lernerfahrung; Familienmilieu; Spiel; Concept learning; Begriffsbildung
Abstract	There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning experiences at preschool and at home, and how this relationship can assist in the development of science concepts relevant to everyday life. In drawing upon Hedegaard's ("Learning and child development," 2002) cultural-historical conception of motives and Vygotsky's ("The collected works of L.S. Vygotsky: problems of general psychology," 1987) theory of everyday and scientific concept formation, the study reported in this paper examines one child, Jimmy (4.2 years), and his learning experiences at home and at preschool. Data gathering featured the video recording of 4 weeks of Jimmy's learning in play at home and at preschool (38.5 h), parent questionnaire and interviews, and researcher and family gathered video observations of home play with his parents (3.5 h). Findings show how a scientific motive develops through playful everyday learning moments at home and at preschool when scientific play narratives and resources are aligned. The study contributes to a more nuanced understanding of the science learning of young children and a conception of pedagogy that takes into account the reciprocity of home and school contexts for learning science. [This paper was presented at the 2014 ASERA conference.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01