05431nam 2201405z- 450 991059507730332120220916(CKB)5680000000080753(oapen)https://directory.doabooks.org/handle/20.500.12854/92048(oapen)doab92048(EXLCZ)99568000000008075320202209d2022 |y 0engurmn|---annantxtrdacontentcrdamediacrrdacarrierEarly Childhood Science Education: Research Trends in Learning and TeachingBasel20221 online resource (320 p.)3-0365-4788-6 3-0365-4787-8 This volume consists of a collection of articles that touch on very different research aspects within a broad scientific field known in recent years as Early Childhood Science Education. The field has gradually emerged from the interaction between three distinct scientific areas of theory and research: Early Childhood Education, Psychology, which is oriented towards the study of learning, and Science Education. At the center of the progress in this field are efforts to initiate children aged 4-8 years in the Physical and Biological Sciences. A wide range of research themes have developed around this main axis: children's mental representations of phenomena of the natural world and scientific concepts, the study of the implementation and effectiveness of specific teaching activities related to curricula or activities focusing on the specific characteristics of teaching processes such as reasoning, explanation, communication, interaction or argumentation, the issue of teachers' relevance to the teaching of science, the use of pecialized teaching materials, the emergence of the issue of scientific skills, the highly contemporary issue of the differentiation and inclusion of children in the world of science, important socio-scientific issues, the role of family-related factors etc. Within this context, this collective book aims to reflect contemporary research trends in the field of Early Childhood Science Education.Early Childhood Science EducationEducationbicsscHistorybicssc3rd-grade pupilsaddressargumentationastronomychildrencognitive skillscollaborationcombustioncompetenceconceptsconceptual developmentcultural differencesdesigndiscovery demonstration and inquiry-based teaching methodsdual language learnersearly childhoodearly childhood educationearly childhood science educationEarly Childhood Science Educationearly science educationEARTH2 testengagementepistemologyexperienceexperimental skillsexplanationsgenetic epistemologyhealthheatideasinfantsinquiryinquiry-based learningintegrated e-learninginterpersonal meaninginvolvementkindergartenkindergarten teacher trainingknowledge-as-elementsknowledge-as-theoryliterature reviewlow-incomemental modelsmental representationsmultimodal textsnatural phenomenaobservation toolparental involvementperezhivaniephysical sciencesprecursor modelspreschoolpreschool childrenpreschoolerspreschoolsprimary schoolproblem solvingproblem-solvingprojectrepresentationsresearch trendsschool gardensscienceSciencescience educationscientific competencescientific practiceself-efficacyshape of the Earthsocial distancesocio-cognitive perspectivesocio-cultural psychologysoundSTEAMSTEMSTEM educationsustainability educationsustainable developmentteacher language useteaching interventions and activities teacher trainingtemperaturetemperature measurementtheory of planned behaviortoddlersverbal text-image relationsyoung childrenEducationHistoryRavanis Konstantinosedt1254183Ravanis KonstantinosothBOOK9910595077303321Early Childhood Science Education: Research Trends in Learning and Teaching3035367UNINA