Research in Early Childhood Science Education

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Research in Early Childhood Science Education

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  • Foreword
  • Contents
  • Chapter 1: The Inclusion of Science in Early Childhood Classrooms
    • Science and the Early Childhood Years
    • Purpose and Rationale
    • Organization of Chapters
    • Closure
    • References
  • Chapter 2: Young Children’s Motivation for Learning Science
    • Conceptualizing Motivation and Theoretical Frameworks
    • Children’s Science Motivation During Preschool and the Early Grades
      • Children’s Curiosity and Questions About Science
      • Children’s Interest in Science Activities
      • Children’s Motivational Beliefs About Learning Science
    • Changes in Science Motivation from the Early to Later Grades
    • Experiences Shape Children’s Motivation for Learning Science
      • Few Opportunities to Engage in Meaningful Science
      • Low Disciplinary Integrity of Science Lessons
      • Science Is Often Not Recognizable in Science Lessons
      • Declines in Science Motivation and Misunderstanding the Nature of Science Are Not Inevitable
    • Measuring Young Children’s Science Motivation
      • Methodological Approaches
      • Methodological Concerns
    • Methodological and Theoretical Advancements Needed for Research of Young Children’s Science Mo
    • Relevance of Science Motivation Research to Classroom Teaching Practices
    • References
  • Chapter 3: Young Children’s Ideas About Earth and Space Science Concepts
    • Earth Science Concepts
      • Rain and Clouds (Mechanism of Rain Fall)
      • Wind
      • Thunder and Lightning
      • Summaries of Children’s Understanding of Earth Science Concepts
    • Space Science Concepts
      • Shape of the Earth
      • Day and Night Cycle
      • Seasons
      • Lunar Concepts
      • Summaries of Children’s Understanding of Space Science Concepts
    • Directions for Future Research
    • References
  • Chapter 4: Young Children’s Ideas About Physical Science Concepts
    • Reviewing the Research Literature
      • Young Children’ Ideas About Matter
      • Young Children’ Ideas About Heat and Temperature
      • Young Children’ Ideas About Evaporation, Condensation and the Water Cycle
      • Young Children’ Ideas About Forces and Motion
      • Young Children’ Ideas About Floating and Sinking
      • Young Children’ Ideas About Electricity
      • Young Children’ Ideas About Light
    • Perspectives and Frameworks Guiding Research
    • The Research Methodologies
    • Evidence of Effectiveness of Intervention Studies
    • Implications for Classroom Practices
    • Directions for Future Research
    • References
  • Chapter 5: Children’s Ideas About Life Science Concepts
    • Theoretical Frameworks
    • Young Children’s Ideas of Life Science Concepts
    • Children’s Conceptions of the Distinction Between Living and Non-living
    • Children’s Conceptions of Growth and Development
    • Young Children’s Conceptions of Germs and Contagions
    • Young Children’s Conceptions of Plants and Animals
    • Research Methods Used to Elicit Young Children’s Understandings
    • Recommendations for Future Research
    • Implications for Teaching
    • References
  • Chapter 6: Too Little, Too Late: Addressing Nature of Science in Early Childhood Education
    • Introduction
    • What Is the Nature of Science, and Why Teach It?
    • Developmentally Appropriate Nature of Science for Early Childhood Years
    • Teaching the Nature of Science in Early Childhood Years
    • Teacher Conceptions of Nature of Science
    • Promoting Effective Nature of Science Instruction
    • Assessing Nature of Science
    • Discussion
    • Appendix: Questions from VNOS-D and –E
    • References
  • Chapter 7: Development of Science Process Skills in the Early Childhood Years
    • Curiosity: The Desire to Resolve Uncertainty
    • Dealing with Uncertainty: Asking Questions
    • Investigating Uncertainty: Early Experimentation Skills
    • Interpreting and Using Data: Early Evidence Evaluation Skills
    • Learning to Do Science
    • Discussion and Conclusions
    • References
  • Chapter 8: The Use of Technology in Teaching Science to Young Children
    • Introduction
    • Integrating Technology and Scientific Inquiry
    • Teaching Science, Technology, and Mathematics
    • Technology in Early Childhood Education
    • Children’s Use of Technology
      • Searching
      • Photobook
      • Simulation
      • Robots
      • Microworld
      • Tablet PC
    • Teachers and Technology
    • Conclusion
    • References
  • Chapter 9: Physical-Knowledge Activities for the Development of Logico-mathematical Knowledge
    • Piaget’s Theory and Research
      • The Three Kinds of Knowledge Distinguished by Piaget
      • Three Examples of Piaget’s Research Related to Early Childhood Science Education
    • Piaget’s Ideas About Education
    • Other Examples of Physical-Knowledge Activities
      • Jenga
      • The Balance Game
      • Bowling
      • The Domino Effect
      • Ramps and Pathways
    • Principles of Teaching
    • Evidence of the Effectiveness of Physical-Knowledge Activities
    • References
  • Chapter 10: Science and Literacy: Considering the Role of Texts in Early Childhood Science Educa
    • The Challenges of Science Texts
    • Commercially Produced Texts and Trade Books
      • Science Textbooks
      • Trade Books
    • Inquiry Science and Text Integrations
      • Science IDEAS (In-Depth Expanded Applications of Science): Textbooks, Trade Books, Leveled Books
      • GIsML (Guided Inquiry Supporting Multiple Literacies): The Notebook Text
      • Science Start! Science Related Trade Books/Child-Produced Reports
      • ISLE (Integrated Science-Literacy Enactments): Science Information Books/Child Produced Information
      • SLP (Science Literacy Project): Science Information Trade Books/Children’s Science Notebooks
      • Seeds of Science/Roots of Reading (SSRR): Researched, Inquiry-Supportive Texts/Writing in Multip
      • CALI (Content Area Literacy Instruction): Child by Instruction Interactions
    • Discussion and Conclusions
      • Methodological Concerns
      • Background Knowledge: The Significance of Science Trade Book Read Alouds and Science Little Book
      • Promising Practices in Text Integrated Inquiry Science
    • References
  • Chapter 11: Role of Play in Teaching Science in the Early Childhood Years
    • Introduction
    • The Modern Play Theories
    • The Psychoanalytic Theories of Play
      • Freud’s Theory
      • Erikson’s Theory
    • The Cognitive Theories of Play
      • Piaget’s Theory of Play
      • Vygotsky’s Theory of Play
    • An Overview of the Studies on Play and Cognitive Development
    • Learning Through Play
    • Science Through Play
    • The Research on Play-Based Science Instruction for Young Children
    • Inquiry-Based Science Teaching
    • Conclusion
    • References
  • Chapter 12: A Modeling-Based Inquiry Framework for Early Childhood Science Learning
    • Models and Modeling in Science Education Reform
    • A Modeling-Based Inquiry Framework for Early Childhood Science Learning
      • Modeling-Based Inquiry with Young Children
      • Our Framework for Implementing Modeling-Based Inquiry
    • Examples from Science Classroom Discourse
      • Articulating a Model as a Context for Inquiry
      • Identifying Relevant Evidence
      • Using Inscriptional Tools to Support Inquiry
      • Collecting and Interpreting Evidence
    • Discussion and Implications
      • Implications for Classroom Practice
      • Implications for Future Research
    • References
  • Chapter 13: Connecting Young Children with the Natural World: Past, Present and Future Landscapes
    • Connecting Young Children with the Natural World: Past, Present and Future Landscapes
    • Children and Nature: The Historical Landscape
    • Moving from a Historical Perspective to the Current Context of Children and Nature Within Ear
    • Engaging Young Children with Nature: Trends in the Twenty-­First Century Landscape
    • Looking to the Future: Teaching Children to Value Nature
    • References
  • Chapter 14: Teaching Science to Young Children with Special Needs
    • Students with Special Needs and Science Education Legislation
    • Evidence-Based Science Education
    • Literature on Science Instruction
    • Purpose
      • Method
      • Results
        • Participants
        • Setting and Instructional Arrangement
        • Research Design
        • Dependent Variables
        • Independent Variables
        • Effects
      • Discussion
      • Implications for Practice
    • Inquiry Based Science Instruction
    • Explicit Instruction
      • Peer-Mediated Instruction
      • Shared Reading
      • Graphic Organizers
        • Technology
    • Limitations and Future Research
    • Conclusion
    • References
  • Chapter 15: Science Education for Young Emergent Bilinguals
    • Introduction
    • Terminology
    • Theoretical Frameworks and Methodologies
    • Contexts of Science Education for Young Emergent Bilinguals
    • Review of the Research
    • Curriculum Development
    • Teacher Professional Development
    • Student Outcomes
    • Classroom Interaction
    • Implications and Future Directions
    • References
  • Chapter 16: Assessment in Early Childhood Science Education
    • Assessment in Early Childhood Science Education
    • A Framework to Guide Assessment in Early Childhood Science
      • State Early Learning Standards and Early Childhood Curricula
      • The K-12 Conceptual Framework and Next Generation Science Standards
      • Summary
    • Assessing Young Children’s Science Competence
      • Summative Assessment
        • Assessing Related Constructs
        • Curriculum Specific Assessments
        • Achievement Tests
        • Broad Based Adaptive Assessments of Science Competence
        • Performance Based Measures
        • Summary
      • Screening and Formative Assessment
        • Galileo System for the Electronic Management of Learning
        • C-PALLS+
        • Summary
    • Assessing Teachers
      • Pedagogical Knowledge
        • Science Teacher Performance Tasks
        • Pedagogical Content Knowledge Interview
        • Summary
      • Teaching Practices
        • Science Fidelity of Implementation Measure
        • Summary
      • Attitudes and Beliefs Towards Science Teaching
        • Preschool Teacher Attitudes and Beliefs Toward Science Teaching Questionnaire
    • Assessing Classrooms
      • Availability of Science Materials and Time Spend in Science Activities
      • Science Observational Scales
        • Science Teaching and Environment Rating Scale
        • Preschool Rating Instrument for Science and Mathematics
    • Conclusions
    • References
  • Index


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