A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings (Cultural Studies of Science Education)

0 avg rating
( 0 ratings by Goodreads )
 
9789401793698: A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings (Cultural Studies of Science Education)
View all copies of this ISBN edition:
 
 

This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky’s concept of Imagination and creativity, Vygotsky’s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts.

"synopsis" may belong to another edition of this title.

From the Back Cover:

This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children.

The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings.

"About this title" may belong to another edition of this title.

Buy New View Book
List Price: US$ 109.99
US$ 108.70

Convert currency

Shipping: FREE
From United Kingdom to U.S.A.

Destination, rates & speeds

Add to Basket

Other Popular Editions of the Same Title

9789402405767: A Cultural-Historical Study of Children Learning Science: Foregrounding Affective Imagination in Play-based Settings (Cultural Studies of Science Education)

Featured Edition

ISBN 10:  9402405763 ISBN 13:  9789402405767
Publisher: Springer, 2016
Softcover

Top Search Results from the AbeBooks Marketplace

1.

Marilyn Fleer, Niklas Pramling
Published by Springer, Netherlands (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Hardcover Quantity Available: 1
Seller:
The Book Depository
(London, United Kingdom)
Rating
[?]

Book Description Springer, Netherlands, 2014. Hardback. Condition: New. 2015 ed.. Language: English . Brand New Book. This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky s concept of Imagination and creativity, Vygotsky s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts. Seller Inventory # LIB9789401793698

More information about this seller | Contact this seller

Buy New
US$ 108.70
Convert currency

Add to Basket

Shipping: FREE
From United Kingdom to U.S.A.
Destination, rates & speeds

2.

Marilyn Fleer, Niklas Pramling
Published by Springer, Netherlands (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Hardcover Quantity Available: 1
Seller:
Book Depository International
(London, United Kingdom)
Rating
[?]

Book Description Springer, Netherlands, 2014. Hardback. Condition: New. 2015 ed.. Language: English . Brand New Book. This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky s concept of Imagination and creativity, Vygotsky s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts. Seller Inventory # LIB9789401793698

More information about this seller | Contact this seller

Buy New
US$ 115.24
Convert currency

Add to Basket

Shipping: FREE
From United Kingdom to U.S.A.
Destination, rates & speeds

3.

MARILYN FLEER
Published by Springer (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Hardcover Quantity Available: 1
Seller:
Herb Tandree Philosophy Books
(Stroud, GLOS, United Kingdom)
Rating
[?]

Book Description Springer, 2014. Hardback. Condition: NEW. 9789401793698 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal. Seller Inventory # HTANDREE0744143

More information about this seller | Contact this seller

Buy New
US$ 105.51
Convert currency

Add to Basket

Shipping: US$ 10.22
From United Kingdom to U.S.A.
Destination, rates & speeds

4.

Marilyn Fleer (author), Niklas Pramling (author)
Published by Springer Netherlands 2014-10-02, Dordrecht (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Hardcover Quantity Available: > 20
Seller:
Blackwell's
(Oxford, OX, United Kingdom)
Rating
[?]

Book Description Springer Netherlands 2014-10-02, Dordrecht, 2014. hardback. Condition: New. Seller Inventory # 9789401793698

More information about this seller | Contact this seller

Buy New
US$ 108.71
Convert currency

Add to Basket

Shipping: US$ 7.68
From United Kingdom to U.S.A.
Destination, rates & speeds

5.

Marilyn Fleer; Niklas Pramling
Published by Springer (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Hardcover Quantity Available: 1
Seller:
Rating
[?]

Book Description Springer, 2014. Condition: New. Seller Inventory # L9789401793698

More information about this seller | Contact this seller

Buy New
US$ 113.97
Convert currency

Add to Basket

Shipping: US$ 3.16
From Germany to U.S.A.
Destination, rates & speeds

6.

Marilyn Fleer
Published by Springer (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Quantity Available: > 20
Print on Demand
Seller:
Pbshop
(Wood Dale, IL, U.S.A.)
Rating
[?]

Book Description Springer, 2014. HRD. Condition: New. New Book. Shipped from US within 10 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000. Seller Inventory # IQ-9789401793698

More information about this seller | Contact this seller

Buy New
US$ 115.88
Convert currency

Add to Basket

Shipping: US$ 3.99
Within U.S.A.
Destination, rates & speeds

7.

Marilyn Fleer
Published by Springer-Verlag Gmbh Okt 2014 (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Quantity Available: 1
Seller:
Rating
[?]

Book Description Springer-Verlag Gmbh Okt 2014, 2014. Buch. Condition: Neu. Neuware - This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky's concept of Imagination and creativity, Vygotsky's theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts. 213 pp. Englisch. Seller Inventory # 9789401793698

More information about this seller | Contact this seller

Buy New
US$ 113.97
Convert currency

Add to Basket

Shipping: US$ 13.79
From Germany to U.S.A.
Destination, rates & speeds

8.

Fleer, Marilyn
Published by Springer (2016)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Paperback Quantity Available: 1
Print on Demand
Seller:
Ria Christie Collections
(Uxbridge, United Kingdom)
Rating
[?]

Book Description Springer, 2016. Paperback. Condition: New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. Seller Inventory # ria9789401793698_lsuk

More information about this seller | Contact this seller

Buy New
US$ 124.65
Convert currency

Add to Basket

Shipping: US$ 4.96
From United Kingdom to U.S.A.
Destination, rates & speeds

9.

Marilyn Fleer
Published by Springer-Verlag Gmbh Okt 2014 (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Quantity Available: 1
Seller:
BuchWeltWeit Inh. Ludwig Meier e.K.
(Bergisch Gladbach, Germany)
Rating
[?]

Book Description Springer-Verlag Gmbh Okt 2014, 2014. Buch. Condition: Neu. Neuware - This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky's concept of Imagination and creativity, Vygotsky's theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts. 213 pp. Englisch. Seller Inventory # 9789401793698

More information about this seller | Contact this seller

Buy New
US$ 113.97
Convert currency

Add to Basket

Shipping: US$ 19.68
From Germany to U.S.A.
Destination, rates & speeds

10.

Marilyn Fleer
Published by Springer-Verlag Gmbh Okt 2014 (2014)
ISBN 10: 9401793697 ISBN 13: 9789401793698
New Quantity Available: 1
Seller:
Rheinberg-Buch
(Bergisch Gladbach, Germany)
Rating
[?]

Book Description Springer-Verlag Gmbh Okt 2014, 2014. Buch. Condition: Neu. Neuware - This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky's concept of Imagination and creativity, Vygotsky's theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts. 213 pp. Englisch. Seller Inventory # 9789401793698

More information about this seller | Contact this seller

Buy New
US$ 113.97
Convert currency

Add to Basket

Shipping: US$ 19.68
From Germany to U.S.A.
Destination, rates & speeds

There are more copies of this book

View all search results for this book