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ERIC Number: EJ947141
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0957-5146
Exploring the Value of "Horizontal" Learning in Early Years Science Classrooms
Cowie, Bronwen; Otrel-Cass, Kathrin
Early Years: An International Journal of Research and Development, v31 n3 p285-295 2011
In contrast to a focus on vertical learning experiences where the emphasis is on progression up a scale of complexity, this article explores the value of horizontal learning experiences. These aim to provide learners with a variety of opportunities and spaces to participate, thereby expanding the entry points for them into school science. The process of horizontal learning is illustrated using data generated within a new-entrant (children aged five) classroom. The findings show that young children can engage with and develop proficiency with sophisticated science ideas when teachers provide a variety of multimodal learning opportunities that expand on their existing and developing ideas and experiences. It is argued that the provision of horizontal learning experiences is worthy of consideration in science education where student interest in science is known to decline over the school years. (Contains 1 figure.)
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 - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand