NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1112984
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0009-4056
Science Learning for ALL Young Scientists: Exploring, Investigating, Learning, and Growing Together with Ramps and Pathways in Diverse Settings
Counsell, Shelly L.; Wright, Brian L.
Childhood Education, v92 n5 p365-372 2016
Physical science activities provide multiple and varied opportunities for young children to actively observe, engage in, interact with, and interpret experiences in the physical world within diverse, inclusive settings. If all learners are to gain access to, fully participate in, and achieve maximum profit from early science opportunities, educators need to understand, believe in, and value science as a learning experience for all children. Thus, educators need to view all children as science learners. This article examines key principles central to maximizing early physical science learning opportunities with the full range of learners within democratic learning communities and demonstrates how teachers can satisfy these principles using early physical science activities, particularly activities using ramps and pathways.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A