Abstract
In their daily lives, young children encounter numerous phenomena that are part of scientific domains, such as mathematics, physics and biology. By nature, children are curious and motivated to learn about the world and have strong intuitions about the nature of the phenomena they encounter. From infancy, children form visuo-spatial and sensorimotor representations of their personal experiences, and create mental ‘scripts’ or ‘models’ that include information about the temporal and causal structure of actions and events, its obligatory and optional components, and the associated roles (French, 2004; Nelson & et. al, 1986).
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Henrichs, L., Leseman, P., Broekhof, K., Lara, H.C.d. (2011). Kindergarten Talk about Science and Technology. In: Vries, M.J.d., Kuelen, H.v., Peters, S., Molen, J.W.v.d. (eds) Professional Development for Primary Teachers in Science and Technology. International Technology Education Studies, vol 9. SensePublishers. https://doi.org/10.1007/978-94-6091-713-4_16
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DOI: https://doi.org/10.1007/978-94-6091-713-4_16
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