Literaturnachweis - Detailanzeige
Autor/inn/en | Goulart, Maria Ines Mafra; Roth, Wolff-Michael |
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Titel | Engaging Young Children in Collective Curriculum Design |
Quelle | In: Cultural Studies of Science Education, 5 (2010) 3, S.533-562 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1871-1502 |
DOI | 10.1007/s11422-009-9196-3 |
Schlagwörter | Curriculum Design; Young Children; Foreign Countries; Science Curriculum; Teachers; Early Childhood Education; Participation; Science Education; Teacher Student Relationship; Brazil |
Abstract | In this study we investigate how 5-year-old children in Brazil and their teachers collectively design science curriculum. More specifically, we develop an agency|structure dialectic as a framework to describe this collective praxis in which science curriculum may emerge as the result of children-teacher transactions rather than as a result of being predetermined and controlled by the latter. We draw on a cultural-historical approach and on the theory of structure and agency to analyze the events showing the complexity of the activity inside a classroom of very young children by science education standards. Data were collected in the context of a science unit in an early-childhood education program in Belo Horizonte. Our study suggests that (a) throughout the movement of agency|passivity || schema|resources one can observe participative thinking, a form of collective consciousness that arises in and from lived experience; (b) learning is a process in which a group is invested in searching for solutions while they create schemas and rearrange resources to evolve a new structure; and (c) the emergent curriculum is a powerful form of praxis that develops children's participation from early childhood on. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |