Abstract

AbstractIn this chapter I argue in favour of a science education in kindergarten characterized by children’s and teachers’ shared exploration of science-related phenomena and objects. The concept of exploration is related to science as inquiry and the practices of science, which are key perspectives in the science education field today (Crawford, From inquiry to scientific practices in the science classroom. In Lederman NG, Abell SK (eds), Handbook of research on science education, Vol. II. Routledge, New York, 2014, pp. 515–541; Osborne, Scientific practices and inquiry in the science classroom. In Lederman NG, Abell S (eds), Handbook of research on science education, Vol. II. Taylor & Fransis, New York, 2014, pp. 579–599). These perspectives coincide with the concept of sciencing, introduced by Neuman (Sciencing for young children. In Baker KB (ed), Ideas that work with young children. National Association for the Education of Young Children, Washington, DC, 1972, pp. 137–151) to denote the importance of young children’s involvement in the processes or practices of science. Neuman’s three categories of sciencing are used as a basis for characterizing kindergarten as a budding explorative scientific community. I elaborate on how the cultural-historical theory of child development originally formulated by Vygotsky (The collected work of L.S. Vygotsky, In Hall MJ, (trans.) Rieber RW (ed) Child psychology, Vol. 5. Plenum, New York) supports an approach to science through which children have the opportunity to take part in an explorative scientific community. Further, I discuss how some of the characteristics of such a community can both bridge and challenge today’s views on what constitutes good educational practice in kindergarten. Finally, I discuss the competences teachers need in order to facilitate such an approach and consider the implications this may have for kindergarten teacher education.

Highlights

  • Major public policy issues, such as fighting climate change, feeding the world’s growing population, preservation of biodiversity, and demand for sustainable development, require scientifically-educated and informed citizens more than ever before

  • Albert Einstein claimed: “The aim must be the training of independently acting and thinking individuals” (Einstein, 1966, p. 39). This statement is in accordance with governmental views on educational goals today, both in science education and in education more generally (National Research Council, 2012; OECD, 2018)

  • The aim of this article is to contribute to a discussion on how science education can be put into practice in kindergartens in a way that strengthens children’s interest in science and lays a foundation for developing scientific reasoning and thinking

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Summary

Introduction

Major public policy issues, such as fighting climate change, feeding the world’s growing population, preservation of biodiversity, and demand for sustainable development, require scientifically-educated and informed citizens more than ever before. I quote the Committee on Science Learning, Kindergarten Through Eighth Grade: “A well-functioning democracy demands that its citizens make personal and community decisions about issues in which scientific information plays a fundamental role, and they need a knowledge of science as well as an understanding of science methodology” The aim of this article is to contribute to a discussion on how science education can be put into practice in kindergartens in a way that strengthens children’s interest in science and lays a foundation for developing scientific reasoning and thinking. I argue in favour of an approach in which children have opportunities to take part in a budding scientific community, characterized by children’s and teachers’ shared exploration of scientific phenomena and objects

Social Activities as Starting Points of Learning and Development
Learning and Development as Mediated
The Concept of Exploration
Sciencing in Kindergarten
Incidental Sciencing
Informal Sciencing
Formal Sciencing
Bridging and Challenging Beliefs about What Constitute Good Educational Practices in Kindergarten
What Competences Do the Teachers Need?
Closing Remarks
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