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Fragkiadaki, Glykeria; Fleer, Marilyn; Rai, Prabhat – Research in Science Education, 2023
A substantial number of empirical studies in the field of Early Childhood Science Education have explored science concept formation in early childhood educational settings. Most of these studies focus on the process of science concept formation during a teaching intervention or a school year period. However, less is known about how children form…
Descriptors: Foreign Countries, Infants, Toddlers, Young Children
Gomes, Judith; Fleer, Marilyn – Research in Science Education, 2020
There is increasing interest in early childhood science education and a corresponding increase in research in this area. Studies have shown that in some countries the teaching of science in the early years remains low. These studies show that science pedagogy in the early years needs attention, despite the myriad opportunities afforded for the…
Descriptors: Preschool Teachers, Preschool Education, Science Education, Elementary School Science
O'Connor, Gillian; Fragkiadaki, Glykeria; Fleer, Marilyn; Rai, Prabhat – Education Sciences, 2021
Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We…
Descriptors: Science Education, Preschool Education, Scientific Concepts, Concept Formation
Sikder, Shukla; Fleer, Marilyn – Cultural Studies of Science Education, 2018
Vygotsky (in: Rieber, Carton (eds) The collected works of L.S. Vygotsky, vol 1, Pleneum Press, Newyork, pp 167-241, Retrieved from http://images.lib.monash.edu.au/edf5411/04118997.pdf, 1987) stated that academic or scientific concepts require a level of conscious awareness on the part of the child within everyday situations. Academic concepts can…
Descriptors: Science Education, Child Development, Scientific Concepts, Infants
Stephenson, Tanya; Fleer, Marilyn; Fragkiadaki, Glykeria; Rai, Prabhat – Early Childhood Education Journal, 2022
Teachers' pedagogical practices have been consistently highlighted either as a support, or as a barrier, to girls' science, technology, engineering, and mathematics (STEM) engagement. Research suggests that teachers can display forms of gender bias during STEM experiences, such as unintentionally favouring boys in STEM participation. Investigation…
Descriptors: Educational Change, Teaching Methods, Females, STEM Education
Fleer, Marilyn – Journal of Early Childhood Research, 2021
In unprecedented times, the global community is calling for greater knowledge and engagement in science, technology, engineering and mathematics (STEM) to support the decision making and practices of the general community. COVID-19 has highlighted this pressing need and inviting a 'new normal'. But STEM is not the core business of early childhood.…
Descriptors: Play, Role Playing, Story Telling, Imagination