Preschool Science Research Articles

IN TOUCH WITH PRESCHOOL SCIENCE

School Science and MathematicsVolume 95, Issue 6 p. 319-319 IN TOUCH WITH PRESCHOOL SCIENCE First published: October 1995 https://doi.org/10.1111/j.1949-8594.1995.tb15790.xCitations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume95, Issue6October 1995Pages 319-319 RelatedInformation

A study of conceptual development in early childhood

This paper reports part of a study which investigated young children's conceptions of scientific and technological phenomena and the conceptual change that occurs during the teaching of science in pre-school, Transition/Year One and Year Two/Three classrooms. Science lessons from each school/centre were audio and video taped for a period of six months. Informal interviewing of teachers occurred in direct response to lessons observed. Informal interviewing of children was conducted to determine current scientific thinking in relation to the science lessons presented by the teacher. Two main elements emerged. First, different types of teacher-child interactions were evident during the science lessons observed and it was found that specifically focused interactions led to conceptual development in young children. Second, children's views (whether scientific or not) were maintained over a three month period.

Effective Curriculum Implementation: Some Promising New Insights

nearly a whole school year!" As change researchers, we hear this lament repeatedly from school practitioners-principals, curriculum coordinators, superintendents, and staff developers. It is clear to us and to others that implementation does not equal delivery of an innovation (new curriculum, programs, processes, etc.), as has been widely assumed in the past (Fullan & Pomfret, 1977). In fact, as simple and straightforward as the process of implementing a new curriculum might seem, when it comes to actual practice, recent research shows that at least

Students' Misconceptions Interfere with Science Learning: Case Studies of Fifth-Grade Students

The Elementary School Journal Volume 84, Number 4 S1984 by The University of Chicago. All rights reserved. 001 3-5984/84/8404-0004$01.00 Assumptions, even assumptions that seem logical and reasonable, can make it difficult or impossible for people to understand scientific concepts. Everyone makes assumptions about the way the world works, assumptions like "When the sky is cloudy and dark, it will probably rain" or "Bits of wood float in water." People often use those assumptions to explain how things work: "I can see myself in a mirror because light bounces off me to the mirror and off the mirror to my eyes." Such explanations or conceptions are often based on experience and common sense; however, experience and common sense can sometimes

A decade of preschool science: Promises, problems, and perspectives

A decade of preschool science: Promises, problems, and perspectives