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ERIC Number: EJ1125869
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0300-4430
Substantive Conceptual Development in Preschool Science: Contemporary Issues and Future Directions
Allen, Michael; Kambouri-Danos, Maria
Early Child Development and Care, v187 n2 p181-191 2017
There has been a dearth of published research exploring the scientific ideas that young children construct, particularly in prestigious periodicals in the science education genre. The current article discusses the reasons behind this lack of prominence, and suggests ways forward that may link work from the field of developmental psychology with the findings of educational research conducted with older children. A recent innovation, learning progressions, is offered as a potential theoretical basis for providing these links.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A