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Towards multidimensional approaches to early childhood science education

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Abstract

In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their paper: “What is science in preschool?” and “What do teachers have to know to empower children?” In particular, I elaborate on the value of drawing on multiple perspectives and different epistemological frameworks, and I argue for the need for a reconceptualized notion of science as a school discipline; one that acknowledges the multifaceted ways in which young children engage in science.

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Correspondence to Christina Siry.

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Lead Editors: K. Scantlebury, A. Hussénius.

This review essay responds to issues raised in Kristina Andersson and Annica Gullberg’s paper entitled “What is science in preschool and what to teachers have to know to empower children?” Cultural Studies of Science Education. doi:10.1007/s11422-012-9439-6.

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Siry, C. Towards multidimensional approaches to early childhood science education. Cult Stud of Sci Educ 9, 297–304 (2014). https://doi.org/10.1007/s11422-012-9445-8

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  • DOI: https://doi.org/10.1007/s11422-012-9445-8

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