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Substantive conceptual development in preschool science: contemporary issues and future directions

Allen, M. and Kambouri-Danos, M. (2017) Substantive conceptual development in preschool science: contemporary issues and future directions. Early Child Development and Care, 187 (2). pp. 181-191. ISSN 1476-8275

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To link to this item DOI: 10.1080/03004430.2016.1237561

Abstract/Summary

There has been a dearth of published research exploring the scientific ideas that young children construct,particularly in prestigious periodicals in the science education genre. The current article discusses the reasons behind this lack of prominence, and suggests ways forward that may link work from the field of developmental psychology with the findings of educational research conducted with older children. A recent innovation, learning progressions, is offered as a potential theoretical basis for providing these links.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education > Improving Equity and Inclusion through Education
ID Code:68168
Publisher:Taylor & Francis

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