How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force

Freitas, Elizabeth de; Palmer, Anna

doi:10.1007/s11422-014-9652-6

Cited by 35 publications

(34 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For children, the learning and internalization of scientific concepts are viewed as a process. Freitas and Palmer (2016) mentioned that students can internalize this process by relating it to materials. Vygotsky (1987) investigated the concepts students use under two different categories: concepts they use in daily life and scientific concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

Concept Teaching in Science Classrooms: A Critical Discourse Analysis of Teachers’ Talk

Küçükaydın¹

2019

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

Article HistoryStudies on science education stress that, in terms of discourse, teachers need to carefully build their understanding of science, language, and authority to better enable students to be successful in their science learning. However, the question of how much attention should be paid to this discourse, particularly for primary and middle-school students, remains controversial. This study examined the discourse of two teachers, who teach science at the primary and middle-school levels in different locations of Turkey, during concept teaching. The teachers" ideological structures related to social and pedagogical domains were analyzed through critical discourse analysis. The results revealed certain differences between the discourse of the teachers who teach at the primary and middleschool levels. Several factors, such as the patriarchal structure of the society and curriculum, lie at the bottom of these differences.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Concept Teaching in Science Classrooms: A Critical Discourse Analysis of Teachers’ Talk

Küçükaydın¹

2019

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

show abstract

“…de Freitas andPalmer (2016, 1220) suggest thinking of concepts as playmates: this way of thinking of concepts as flexible and amusing playmates participating in children's explorative investigations is not essentialist or normative, but is rather an ongoing intervention that is never the same but differs according to the situation.…”

Section: Episode Xii: Post-nature -Naturing or Environing Educationmentioning

confidence: 99%

Nature matters: diffracting a keystone concept of environmental education research – just for kicks

Mcphie

Clarke

2018

Environmental Education Research

View full text Add to dashboard Cite

show abstract

“…The authors of this issue aim at adding to the body of research which relates with methodologies and empirical work in new materialism (e.g., Fox and Allred 2015;Tamboukou 2015;De Freitas and Palmer 2016). Following Fox and Allred (2015) guidelines, the authors reflect upon the differences that…”

mentioning

confidence: 99%

Feminist New Materialisms: Activating Ethico-Politics through Genealogies in Social Sciences

2019

View full text Add to dashboard Cite

show abstract

How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force

Cited by 35 publications

References 18 publications

Concept Teaching in Science Classrooms: A Critical Discourse Analysis of Teachers’ Talk

Concept Teaching in Science Classrooms: A Critical Discourse Analysis of Teachers’ Talk

Nature matters: diffracting a keystone concept of environmental education research – just for kicks

Feminist New Materialisms: Activating Ethico-Politics through Genealogies in Social Sciences

Contact Info

Product

Resources

About