Reference : Exploring the complexities of children’s inquiries in science: Knowledge production t...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/11166
Exploring the complexities of children’s inquiries in science: Knowledge production through participatory practices
English
Siry, Christina mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Jun-2013
Research in Science Education
Springer Science & Business Media B.V.
43
3
Yes
International
0157-244X
[en] early childhood science ; participatory practices ; emergent science ; children’s perspectives ; kindergarten science
[en] Beginning with the assumption that young children are capable of producing unprecedented knowledges about science phenomena, this paper explores the complexities of children’s inquiries within open-ended investigations. I ask two central questions: (1) how can we (teachers, researchers, and children themselves) use and build upon children’s explorations in science in practice? and (2) what pedagogical approaches can position children as experts on their experiences to facilitate children’s sense of ownership in the process of learning science? Six vignettes from a Kindergarten classroom are analyzed to elaborate the central claim of this work, which is that when children are engaged in collaborative open-ended activities, science emerges from their interactions. Open-ended structures allowed for teachers and children to facilitate further investigations collaboratively, and participatory structures mediated children’s representations and explanations of their investigations. Evidence of children’s interactions is used to illustrate the complexities of children’s explorations, and pedagogical approaches that create the spaces for children to create knowledge are highlighted.
http://hdl.handle.net/10993/11166
10.1007/s11165-013-9364-z
http://link.springer.com/article/10.1007/s11165-013-9364-z

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