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ERIC Number: EJ1115167
Record Type: Journal
Publication Date: 2016-Jan
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0036-8148
How We Know What We Know
Robinson, Joseph B.
Science and Children, v53 n5 p41-45 Jan 2016
When children actively engage with classroom content, they are generally more interested and better invested in what they are learning, and better learning outcomes will likely ensue. However, it is challenging to design classroom activities that scaffold scientific reasoning while meaningfully and significantly involving students. In this article, motion, stability, and force concepts are explored with preschool and kindergarten students who learn and develop a deeper understanding by conducting semi-structured investigations with toy cars and ramps. The article's objective was to present students with a series of investigations that they can perform with minimal support, where they made their own choices about what specific items or conditions they want to study, and found new truths through their own memorable endeavors.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A