Substantive conceptual development in preschool science: contemporary issues and future directions

ABSTRACT There has been a dearth of published research exploring the scientific ideas that young children construct, particularly in prestigious periodicals in the science education genre. The current article discusses the reasons behind this lack of prominence, and suggests ways forward that may link work from the field of developmental psychology with the findings of educational research conducted with older children. A recent innovation, learning progressions, is offered as a potential theoretical basis for providing these links.

• Publication year

  2017

• Venue

  Early Years Science Education

• Publication date

  2017-02-01

• Fields of study

  Sociology, Education, Psychology

• Identifiers
  DOI 10.1080/03004430.2016.1237561
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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