Young children co‐constructing science

The importance of their families and cultural communities

Datos Bibliográficos

ID21392681
AutoresChristine M Mcwayne (0000-0001-8885-856X, Eliot‐Pearson Department of Child Study and Human Development Tufts University Medford Massachussetts USA, autor de correspondencia), Gigliana Melzi (0000-0003-4920-2095, Department of Applied Psychology New York University New York City New York USA)
Año2023
Volumen107
Número6
Páginas1655-1669
Fecha de publicación2023-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21823
OpenAlexW4385698970
IdiomaEN
Citas recibidas8
Referencias citadas48

There is considerable agreement among scientists, educators, and policymakers about the need to broaden participation in science, technology, engineering, and math (STEM) education. Yet, equity requires much more than increasing STEM access for marginalized groups of children. In this invited commentary, we raise two critical points for the field to continue to grapple with as we investigate ways to engage young minds in STEM learning. It is critical that research with young children focuses on the process of doing science, while appreciating that the process of scientific thinking and learning are culturally constructed and situated. Specifically, as researchers and educators, we must do better at contextualizing children's scientific thinking process as it unfolds in their daily lives—with their peers, families, and in their cultural communities. Specific studies highlighted throughout this essay seek to document and promote family, community, and teaching practices that are effective for supporting young children's learning and explorations in STEM across our increasingly diverse society. We propose opportunities for future researchers to focus their efforts, including the following: more multidisciplinary work that includes synthesis across disciplines and methodological traditions; more diverse samples and investigative teams, such that cultural insiders are full participants; more descriptive studies focusing on the everyday experiences in children's lives that promote the development of scientific thinking and practices; and practice‐informed research

Critical thinking · Engineering ethics · Multidisciplinary approach · Pedagogy · Science education · Situated · Social science · Sociology · Child Development and Digital Technology · Early Childhood Education and Development · Psychology · Science Education and Pedagogy