Science Concept Formation during Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive over Time

Autor/inn/en	Fragkiadaki, Glykeria; Fleer, Marilyn; Rai, Prabhat
Titel	Science Concept Formation during Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive over Time
Quelle	In: Research in Science Education, 53 (2023) 2, S.275-294 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fragkiadaki, Glykeria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10053-x
Schlagwörter	Foreign Countries; Infants; Toddlers; Young Children; Scientific Concepts; Concept Formation; Time Factors (Learning); Learning Motivation; Educational Practices; Models; Play; Early Childhood Teachers; Australia + Suchen Sie Ihr Suchwort? Ausland; Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Concept learning; Begriffsbildung; Motivation for studies; Lernmotivation; Bildungspraxis; Analogiemodell; Spiel; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Australien
Abstract	A substantial number of empirical studies in the field of Early Childhood Science Education have explored science concept formation in early childhood educational settings. Most of these studies focus on the process of science concept formation during a teaching intervention or a school year period. However, less is known about how children form science concepts over the first years of their lives. This longitudinal study aimed at studying the process of science concept formation during the first five years of children's life within educational settings. Following a cultural-historical approach, the study explored how children develop a science motive from infancy, toddlerhood, and into early childhood and how teachers create the conditions for the development of a motive orientation towards science over time. A cohort of 50 children in Australia participated in the study. Indicative case examples are presented. The research design drew on the Conceptual PlayWorld model, a collective form of practice for learning and development through imagination and play. Digital visual methods were used for data collection and analysis. The findings illustrated that a science motive is developed when the motive of play and the motive of learning in science are dialectically interrelated over time. It was also shown that teachers create a motive orientation towards science by introducing, maintaining, and transforming an ideal form of science in the children's environment and by stimulating children to interact with mature forms of science. The study concludes with insights into early childhood science education research methodology, and implications that inform practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01