Abstract
In this chapter a brief discussion of the concepts outlined in the first section of the book are revisited and brought together to give new insights into concept formation for the very young learner: Critiquing the historical legacy of science education research in relation to a set of ‘taken for granted’ assumptions; foregrounding the everyday concepts that young children hold, rather than being seen as getting in the way of scientific learning; framing science learning as a dialectical relations between scientific concepts and everyday; and conceptualizing science knowledge as dynamic. In drawing together these four principles, this chapter theorises a new set of assumptions for shaping the development of a cultural-historical view of learning in science for young children.
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References
Iakovela, E. L. (2003). Emotional mechanisms underlying personal and creative development. Journal of Russian and East European Psychology, 41(6), 92–100.
Vygotsky, L. S. (1987). Problems of general psychology. In R. W. Rieber, & A. S. Carton (Eds.), The collected works of L.S. Vygotsky (N. Minick, Trans., Vol. 1). New York: Plenum Press.
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Fleer, M. (2015). Theoretical and Conceptual Insights – The Young Learner in Science. In: A Cultural-Historical Study of Children Learning Science. Cultural Studies of Science Education, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9370-4_4
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DOI: https://doi.org/10.1007/978-94-017-9370-4_4
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