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Barenthien, Julia; Oppermann, Elisa; Anders, Yvonne; Steffensky, Mirjam – International Journal of Science Education, 2020
Preschool teachers' science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children's science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary…
Descriptors: Preschool Teachers, Science Education, Pedagogical Content Knowledge, Preservice Teacher Education
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Borgerding, Lisa A.; Kaya, F. – International Journal of Science Education, 2019
The U.S. Next Generation Science Standards treat biological adaptation as a disciplinary core idea, but various science educators recommend its introduction at different ages. The concept of biological adaptation elicits children's reasoning about organisms, their environments, and the relationship between organisms and their environments. The…
Descriptors: Preschool Children, Summer Programs, Day Camp Programs, Science Education
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Fridberg, Marie; Jonsson, Agneta; Redfors, Andreas; Thulin, Susanne – International Journal of Science Education, 2019
This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in…
Descriptors: Foreign Countries, Science Instruction, Chemistry, Physics
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Sundberg, Bodil; Areljung, Sofie; Due, Karin; Ekström, Kenneth; Ottander, Christina; Tellgren, Britt – International Journal of Science Education, 2018
In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool…
Descriptors: Science Activities, Preschool Education, Preschool Children, Educational Environment
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Klemm, Janina; Neuhaus, Birgit J. – International Journal of Science Education, 2017
Observation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of…
Descriptors: Observation, Emotional Response, Well Being, Preschool Children
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Allen, Michael – International Journal of Science Education, 2017
Aspects of preschoolers' ecological understandings were explored in a cross-age, quantitative study that utilised a sample of seventy-five 3- to 5-year-old children. Specifically, their concepts of feeding relationships were determined by presenting physical models of three-step food chains during structured interviews. A majority of children,…
Descriptors: Preschool Education, Preschool Children, Food, Concept Formation
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Saçkes, Mesut; Smith, Mandy McCormick; Trundle, Kathy Cabe – International Journal of Science Education, 2016
The purpose of this cross-cultural study was to describe and compare US and Turkish children's observational knowledge of the day and night cycle and to identify similarities predicted by framework theory. Fifty-six (27 US and 29 Turkish) young children (ages 48-60 months) participated in the study. Semi-structured interviews were individually…
Descriptors: Foreign Countries, Preschool Children, Astronomy, Observational Learning
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Gustavsson, Laila; Jonsson, Agneta; Ljung-Djärf, Agneta; Thulin, Susanne – International Journal of Science Education, 2016
The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0-5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children's perspectives, interests, and questions is strongly based on historical and cultural traditions. This…
Descriptors: Science Instruction, Science Education, Foreign Countries, Early Childhood Education
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Piekny, Jeanette; Grube, Dietmar; Maehler, Claudia – International Journal of Science Education, 2014
Researchers taking a domain-general approach to the development of scientific reasoning long thought that the ability to engage in scientific reasoning did not develop until adolescence. However, more recent studies have shown that preschool children already have a basic ability to evaluate evidence and a basic understanding of experimentation.…
Descriptors: Preschool Children, Abstract Reasoning, Evidence, Experiments
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Ljung-Djärf, Agneta; Magnusson, Andreas; Peterson, Sam – International Journal of Science Education, 2014
We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of…
Descriptors: Foreign Countries, Preschool Education, Science Instruction, Preschool Teachers
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Leuchter, Miriam; Saalbach, Henrik; Hardy, Ilonca – International Journal of Science Education, 2014
Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus…
Descriptors: Science Instruction, Problem Based Learning, Concept Formation, Scientific Concepts
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Navarro, Manuel – International Journal of Science Education, 2014
This paper presents a model of how children generate concrete concepts from perception through processes of differentiation and integration. The model informs the design of a novel methodology ("evolutionary maps" or "emaps"), whose implementation on certain domains unfolds the web of itineraries that children may follow in the…
Descriptors: Concept Formation, Models, Children, Scientific Concepts
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Spektor-Levy, Ornit; Baruch, Yael Kesner; Mevarech, Zemira – International Journal of Science Education, 2013
Nowadays, early science education is well-accepted by researchers, education professionals and policy makers. Overall, teachers' attitudes and conceptions toward the science subject domain and science education influence their ways of teaching and engagement. However, there is a lack of research regarding factors that affect this engagement in…
Descriptors: Foreign Countries, Preschool Teachers, Teacher Attitudes, Scientific Attitudes
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Athanasiou, Kyriacos; Papadopoulou, Penelope – International Journal of Science Education, 2012
In this study, we explored some of the factors related to the acceptance of evolution theory among Greek university students training to be teachers in early childhood education, using conceptual ecology for biological evolution as a theoretical framework. We examined the acceptance of evolution theory and we also looked into the relationship…
Descriptors: Evolution, Religion, Cultural Influences, Early Childhood Education
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Kahriman-Ozturk, Deniz; Olgan, Refika; Tuncer, Gaye – International Journal of Science Education, 2012
This study explores preschool children's attitudes towards environmental issues with a focus on the issue of gender as a factor affecting their attitudes. The study sample comprised 40 preschool age children living in Ankara, Turkey. The research adopted a qualitative approach, and the data were collected through interviews in which a…
Descriptors: Measures (Individuals), Foreign Countries, Preschool Children, Environmental Education
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