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

Text Tunnicliffe_In the Beginning -Interpreting Everyday Science.pdf Access restricted to UCL open access staff until 26 February 2025. Download (421kB)

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.

Download activity - last month

Export as JSONXMLCSV

Download activity - last 12 months

Export as XMLCSVJSON

Downloads by country - last 12 months

Export as XMLCSVJSON

Archive Staff Only

View Item