LEADER 00860nam0 2200253 450 001 000029111 005 20111214140535.0 100 $a20111020d1906----km-y0itaa50------ba 101 0 $aeng 102 $aGB 200 1 $aVictorian novelists$fby Lewis Melville 210 $aLondon$c<> Constable$d1906 215 $a321 p.$cill.$d23 cm. 700 1$aMelville,$bLewis$0445408 801 0$aIT$bUniversità della Basilicata - B.I.A.$gRICA$2unimarc 912 $a000029111 996 $aVictorian novelists$996069 997 $aUNIBAS BAS $aLETTERE CAT $aSTD073$b00$c20111020$lBAS01$h0901 CAT $aSTD073$b00$c20111020$lBAS01$h0921 CAT $aMDL$b30$c20111214$lBAS01$h1405 FMT Z30 -1$lBAS01$LBAS01$mBOOK$1BASA1$APolo Storico-Umanistico$2FAA$BFondo anglo-americano$3FM/3864$63864$5L3864$820111020$f04$FPrestabile Didattica LEADER 05295nam 22007575 450 001 9910484124803321 005 20250609111351.0 010 $z9789401795043 010 $z9401795045 010 $a9789401795050 010 $a9401795053 024 7 $a10.1007/978-94-017-9505-0 035 $a(CKB)3710000000400021 035 $a(EBL)2094092 035 $a(SSID)ssj0001501697 035 $a(PQKBManifestationID)11968036 035 $a(PQKBTitleCode)TC0001501697 035 $a(PQKBWorkID)11446477 035 $a(PQKB)10356419 035 $a(DE-He213)978-94-017-9505-0 035 $a(MiAaPQ)EBC2094092 035 $a(PPN)185484085 035 $a(MiAaPQ)EBC3109788 035 $a(EXLCZ)993710000000400021 100 $a20150415d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aResearch in Early Childhood Science Education /$fedited by Kathy Cabe Trundle, Mesut Saçkes 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (390 p.) 300 $aDescription based upon print version of record. 311 08$a9789401795043 311 08$a9401795045 327 $aChapter 1: The Inclusion of Science in Early Childhood Classrooms, Kathy Cabe Trundle.- Chapter 2: Young Children?s Motivation for Learning Science, Helen Patrick, Panayota Mantzicopoulos.- Chapter 3: Young Children?s Ideas about Earth and Space Science Concepts, Mesut Saçkes.- Chapter 4: Young Children?s Ideas about Physical Science Concepts, Yannis Hadzigeorgiou.- Chapter 5: Children?s Ideas about Life Science Concepts, Valarie Akerson, Ingrid Weiland, Khadija Fouad -- Chapter 6: Too Little, Too Late: Addressing Nature of Science in Early Childhood Education, Randy L. Bell and Tyler L. St. Clair -- Chapter 7: Development of Science Process Skills in the Early Childhood Years, Jamie Jirout, Corinne Zimmerman -- Chapter 8: The Use of Technology in Teaching Science to Young Children, Sedat Ucar -- Chapter 9: Teaching Science to Young Children with Special Needs, Sheila Alber-Morgan, Mary R. Sawyer, Heather Lynnine Miller.- Chapter 10: Physical-Knowledge Activities for the Development of Logico-Mathematical Knowledge, Constance Kamii.- Chapter 11: Science and Literacy: Considering the Role of Texts in Early Childhood Science Education, Laura B. Smolkin, Carol A. Donnovan -- Chapter 12: Role of Play in Teaching Science in the Early Childhood Years, Berrin Akman and Sinem, Güçhan Özgül.- Chapter 13: A Modeling-Based Inquiry Framework for Early Childhood Science Learning, Ala Samarapungavan, Deborah Tippins, Lynn Bryan.- Chapter 14: Connecting Young Children with the Natural World: Past, Present and Future Landscapes, Deborah J. Tippins, Stacey Neuharth-Pritchett, Debra Mitchell.- Chapter 15: Science Education for Young Emergent Bilinguals, Leslie C. Moore and Mandy McCormick Smith -- Chapter 16: Assessment in Early Childhood Science Education, Daryl Greenfield. 330 $aThis book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children?s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested. 606 $aScience$xStudy and teaching 606 $aTeachers$xTraining of 606 $aEarly childhood education 606 $aLearning, Psychology of 606 $aScience Education 606 $aTeaching and Teacher Education 606 $aEarly Childhood Education 606 $aInstructional Psychology 615 0$aScience$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aEarly childhood education. 615 0$aLearning, Psychology of. 615 14$aScience Education. 615 24$aTeaching and Teacher Education. 615 24$aEarly Childhood Education. 615 24$aInstructional Psychology. 676 $a370 676 $a370711 676 $a371.3 676 $a372.21 676 $a507.1 702 $aCabe Trundle$b Kathy$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aSac?kes$b Mesut$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910484124803321 996 $aResearch in Early Childhood Science Education$92853451 997 $aUNINA