Teaching and learning science during the early years

Kathy  Cabe Trundle; Mesut Saçkes

doi:10.37291/2717638X.202123159

Authors

Kathy Cabe Trundle Utah State University https://orcid.org/0000-0003-4281-3782
Mesut Saçkes Balıkesir University https://orcid.org/0000-0003-3673-1668

DOI:

https://doi.org/10.37291/2717638X.202123159

Keywords:

Early science education, Preschool science education, Teaching and learning of science

Abstract

Over the past two decades, science has increasingly become an integral part of early childhood curricula, and research on teaching and learning science in early years has emerged as an established field of study. Collectively, the findings of a growing body of literature suggest that introducing science in developmentally appropriate ways may support young children’s learning of science concepts and scientific thinking skills. The increasing number of edited volumes and special issues, including this one, devoted to the topic of early childhood science teaching and learning indicates that early science education, as a field of study, will continue to attract researchers from early childhood and science education as well as educational and cognitive psychology.

References

Åkerblom, A., & Thorshag, K. (2021). Preschoolers’ use and exploration of concepts related to scientific phenomena in preschool. Journal of Childhood, Education & Society, 2(3), 287–302. DOI: https://doi.org/10.37291/2717638X.202123115

Carey, S. (2004). Bootstrapping and the development of concepts. Dedalus, Winter, 59-68. DOI: https://doi.org/10.1162/001152604772746701

Fragkiadaki, G., Armeni, A., Zioga, S., & Ravanis, K. (2021). Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation. Journal of Childhood, Education & Society, 2(3), 220–234. DOI: https://doi.org/10.37291/2717638X.20212395

Güçhan-Özgül, S. (2021). Integration of inquiry and play: Young children’s conceptual change in astronomy. Journal of Inquiry Based Activities, 11(1), 1-15.

Haber, A. S., Puttre, H., Ghossainy, M. E., & Corriveau, K. H. (2021). “How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations. Journal of Childhood, Education & Society, 2(3), 338–363. DOI: https://doi.org/10.37291/2717638X.202123117

Hamel, E. E. (2021). Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices. Journal of Childhood, Education & Society, 2(3), 267–286. DOI: https://doi.org/10.37291/2717638X.202123118

Hobson, S. M., Trundle, K. C., & Saçkes, M. (2010). Using a planetarium software program to promote conceptual change with young children. Journal of Science Education and Technology, 19(2), 165-176. DOI: https://doi.org/10.1007/s10956-009-9189-8

Kuhn, D., & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1(1), 113-129. DOI: https://doi.org/10.1207/S15327647JCD0101N_11

Metz, K. E. (1997). On the complex relation between cognitive developmental research and children’s science curricula. Review of Educational Research, 67(1), 151-163. DOI: https://doi.org/10.3102/00346543067001151

Miller, A. R., & Saenz, L. P. (2021). Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices. Journal of Childhood, Education & Society, 2(3), 314–337. DOI: https://doi.org/10.37291/2717638X.202123121

Ocasio, A., Waltzer, T. ., Caudy, C., & Kloos, H. (2021). Are preschoolers expected to learn difficult science constructs? A content analysis of U.S. standards. Journal of Childhood, Education & Society, 2(3), 364–390. DOI: https://doi.org/10.37291/2717638X.202123122

Roberts, P. (2021). Follow the leader: Child-led inquiries to develop science learning of young children. Journal of Childhood, Education & Society, 2(3), 303–313. DOI: https://doi.org/10.37291/2717638X.202123120

Rumper, B., Frechette, E., Sharifnia, E., Greenfield, D., Michnick Golinkoff, R., & Hirsh-Pasek, K. (2021). Portrait of early science education in majority dual language learner classrooms: Where do we start?. Journal of Childhood, Education & Society, 2(3), 235–266. DOI: https://doi.org/10.37291/2717638X.202123119

Saçkes, M., Trundle, K. C., & Shaheen, M. (2020). The effect of balanced learning® curriculum on young children’s learning of science. Early Childhood Education Journal, 48(3), 305-312. DOI: https://doi.org/10.1007/s10643-019-00985-x

Samarapungavan, A. L. A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868-908. DOI: https://doi.org/10.1002/sce.20275

Siry, C., Trundle, K. C., & Saçkes, M. (in press). Science education during the early childhood years: Research themes and future directions. In N. Lederman, D. Zeidler, & J. Lederman (eds.) Handbook of Research on Science Education, Volume III (vol. 3). Routledge.

Trundle, K. C. (2015). The inclusion of science in early childhood classrooms. In K. C.Trundle & M. Saçkes, (eds.), Research in early childhood science education (pp. 1-6). Springer. DOI: https://doi.org/10.1007/978-94-017-9505-0_1

Trundle, K. C., & Saçkes, M. (2012). Science and early education. In R. C. Pianta, W. S. Barnett, L. M. Justice, & S. M. Sheridan (Eds.), Handbook of early childhood education (pp.240-258). Guilford Press.

Trundle, K. C., & Saçkes, M. (Eds.). (2015). Research in Early Childhood Science Education. Springer. DOI: https://doi.org/10.1007/978-94-017-9505-0