Tunnicliffe, SD;
(2023)
In the Beginning: Interpreting Everyday Science.
In: Akpan, B and Kennedy, T, (eds.)
Contemporary Issues in Science and Technology Education.
(pp. 151-163).
Springer: Cham, Switzerland.
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Abstract
This chapter explores ways in which children begin to learn science, in its different manifestations, from their earliest days. It recognises that science is inextricably intertwined with other STEM subjects. Above all, it stresses the importance of hearing the voice of the child, not ignoring it and their own understandings, listening to the child, not just telling them things, scaffolding their scientific literacy development and acquisition of science capital. The importance of out-of-school learning is recognised, including in museums of the widest genre. In the beginning, the youngest children observe and make sense of their world, including the science action in their lives, leading to science understanding upon which the theory can be built if formal education is available. The earliest interactions with everyday science are experiences, but are also the foundation for future understanding and learning. These are the foundation upon which science teachers can build to assist the learner in school in constructing the knowledge of the curriculum.
| Type: | Book chapter |
|---|---|
| Title: | In the Beginning: Interpreting Everyday Science |
| ISBN-13: | 978-3-031-24258-8 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-031-24259-5_11 |
| Publisher version: | https://doi.org/10.1007/978-3-031-24259-5_11 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Sciences, Early years, child's voice, Formal school, Informal sites, Play, Progression |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10140409 |
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