Current Research and Learning in the Field of Early Childhood Science Education
Bibliographic Data
| ID | 22043383 |
|---|---|
| Authors | Alice Delserieys (0000-0002-3542-0676, Aix-Marseille Université, corresponding author), Maria Kampeza (0000-0003-2405-2334, University of Patras) |
| Year | 2025 |
| Volume | 15 |
| Issue | 9 |
| Pages | 1194 |
| Publication date | 2025-09-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15091194 |
| OpenAlex | W4414131659 |
| Language | EN |
| References cited | 19 |
Although the education of young children in science is not a completely novel field of research, recent years have seen a renewed interest and a shift in research discourse toward addressing contemporary challenges and dilemmas. Within this, some features maintain continuity with past traditions, developing them to a place of contemporary relevance, as is the case for the focus on children’s perceptions of various scientific concepts and phenomena as well as teachers’ perspectives on these issues. At the same time, new research dimensions have emerged that focus less on the “what” of learning and more on the “how”. In this direction, innovative educational practices are being designed and implemented, diverse forms of representation and expression are being exploited, and learning contexts are broadened. This article presents such research directions and perspectives on early childhood science education that advocate more participatory and inclusive approaches, more attuned to the multiple forms of expression that young children use to make sense of the world
Citizen journalism · Early childhood · Early childhood education · Educational research · Perception · Science education · Educational Research and Pedagogy · Science Education and Pedagogy
Should Science be Taught in Early Childhood?
From the Spherical Earth Model to the Globe
Research Trends and Development Perspectives in Early Childhood Science Education
How Do Nature-Based Outdoor Learning Environments Affect Preschoolers’ STEAM Concept Formation? A Scoping Review
Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers
Powering Up Preschool Science
Preschool Class Children and Grade One Pupils’ Questions about Molecules from a Digital Interactive Session at a Culture Center in Sweden
Thematic Teaching of Augmented Reality and Education for Sustainable Development in Preschool—The Importance of ‘Place’
Condensation and Precipitation of Water Vapor
Teaching Topic Preferences in the Nature–Human–Society Subject
Exploring the Emergence of Chemistry in Preschool Education
Symbolic Representation of Young Children in Science
Inquiry-Based Activities with Woodlice in Early Childhood Education
Playing with science
| Citation velocity | historical |
|---|---|
| Highly cited | No |