Preschool-age children’s early steps towards evidence-based explanations and modelling practices
Bibliographic Data
| ID | 21589207 |
|---|---|
| Authors | Julia D Plummer (0000-0003-4144-7864, Department of Curriculum & Instruction, Pennsylvania State University, University Park, USA, corresponding author), Amy Ricketts (0000-0002-4068-8255, Department of Science Education, California State University, Long Beach, CA, USA) |
| Year | 2023 |
| Volume | 45 |
| Issue | 2 |
| Pages | 87-105 |
| Publication date | 2023-01-22 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2022.2151854 |
| OpenAlex | W4311706024 |
| Language | EN |
| Citations received | 4 |
| References cited | 40 |
While recent reform-based efforts have shifted the emphasis towards engaging children in science practices, little research has considered how preschool-age children take first steps towards engagement in evidence-based explanations or modelling practices nor the role museum-settings might provide. Using a theoretical perspective that science emerges through interaction as it is practiced, we analysed videos of four ∼30-min programs for 3-to-5-year-old children at a small children’s science museum. Findings suggest that the children’s explanations, which were co-constructed with the museum educator, ranged in sophistication from an implicit use of evidence to an explicit use of evidence and use of reasoning. We also found that the children used modelling practices to support their development of evidence-based explanations both as a method to generate evidence and to communicate their explanations. An important factor in how we interpreted children’s explanations and modelling practices was through their use of gestures, which they often used to indicate their evidence or other elements of meaning while communicating during the investigations. Our findings provide evidence for young children’s initial entry point for co-constructed, evidence-based explanations as they were produced through interactions with the educator and peers
Developmental psychology · Mathematics education · Science education · Child and Animal Learning Development · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Preschool-age children’s use of spatial sensemaking in science and engineering
Effectiveness of a school scientific model to address buoyancy in the training of prospective early childhood teachers
Parent-Child Interactions in Museum Education and Yemeni-American Children’s Cultural Identity
Teach Your Classmates About the Behavior of Water with School-Level Science Models”
The Cultural Nature of Human Development
Representing Student Argumentation as Functionally Emergent From Scientific Activity
Conducting Video Research in the Learning Sciences
How sensorimotor interaction shapes and supports young children’s gestural communication around science
Reflecting on reflexive thematic analysis
Can playscapes promote early childhood inquiry towards environmentally responsible behaviors? An exploratory study
Supporting young children's explanations through inquiry science in preschool
Design-Based Research
Situated Cognition and the Culture of Learning
Embodiment in Mathematics Teaching and Learning
Situated Learning
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |