Inquiry as a Members’ Phenomenon: Young Children as Competent Inquirers

Keifert, Danielle T.; Stevens, Reed

doi:10.1080/10508406.2018.1528448

Cited by 32 publications

(17 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Journaling and other types of aesthetic representations can provide a support to students as they 'think about new knowledge in more complex and meaningful ways by transforming their understanding of difficult concepts into metaphoric language' (Gallas, 1995, p. 111). Young children are capable of engaging in complex sense making (Keifert & Stevens, 2018), and documentation in science can allow them to gain new possibilities in their expression 'when they most need to expand, rather than limit, their communication strategies (Gallas, 1995, p. 115). Especially with plurilingual students, drawn documentation allows students, regardless of their linguistic differences, to participate in and demonstrate meaning making.…”

Section: Young Children's Documentation Of Sciencementioning

confidence: 99%

“…Further, in addition to actual bottles that she used as resources, Katrina pretended to use an imaginary bottle. Imaginary embodiment such as this is one of the multiple sensemaking resources that young children draw on in inquiry (Keifert & Stevens, 2018), and this also served as a resource for Katrina to make her understandings evident in interaction.…”

Section: Claimmentioning

confidence: 99%

See 1 more Smart Citation

Young students’ diverse resources for meaning making in science: learning from multilingual contexts

Siry

Gorges

2019

International Journal of Science Education

View full text Add to dashboard Cite

This manuscript elaborates the value of looking beyond the written and spoken word in science education research and practice at the early childhood level. We examine one plurilingual child's descriptions of a science activity to explore the diversity of resources that she used while expressing her understandings of a sound investigation. We demonstrate the ways in which she made her understandings evident via multiple modalities, including gesture, facial expression, and drawing, in two different classroom contexts; a whole-class discussion and a small group interaction. Foregrounding the resources she engaged serves to illustrate how different classroom structures mediated the complexities of her explanations. The findings of this research underscore our central argument regarding the value of considering the range of resources that facilitate children's expressing understandings in science education so they can be successful, especially within multilingual contexts. We draw implications for research and teaching praxis for positioning science as more than what is spoken and written, but as a complex, embodied enactment deeply embedded in multimodal, multilingual, interactions.

show abstract

Section: Young Children's Documentation Of Sciencementioning

confidence: 99%

Section: Claimmentioning

confidence: 99%

Young students’ diverse resources for meaning making in science: learning from multilingual contexts

Siry

Gorges

2019

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…Along with other researchers (Hamza & Wickman, 2009;Keifert & Stevens, 2019;Rosebery & Hudicourt-Barnes, 2006;Russ, 2014), we underline the importance of centering learners' perspectives as we construct descriptions of disciplinary learning and practice. This work involves developing methods that allow us to see how young people organize their experience in science classrooms and how they move between the contingencies they experience and the generalizations they are in the process of developing (Hamza & Wickman, 2009).…”

Section: Designing and Supporting Sense-making Environments For Childrenmentioning

confidence: 66%

Quantification in Empirical Activity

Manz

Beckert

2021

Sci & Educ

View full text Add to dashboard Cite

Changing where, when, and how objects are studied is central to lab-based science (Knorr Cetina, 1999). Science involves changing the scale of objects-particularly scales of size, time, and intensity-from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations involve re-representing and rescaling entities, manipulating them, and observing effects in new locations and timescales. However, this aspect of investigation is under-studied and under-utilized as a resource for learning. We argue that, from elementary school, children can experience quantification, or identifying, developing, and working with variables, as consequential and can take up differences in representation and scale in empirical investigations as opportunities for sensemaking and conceptual progress. We describe two instantiations of an investigation into heating and cooling, showing that 7-and 8-year-old students oriented to gaps and ambiguities related to temperature and that the redesign supported children and teachers to take up temperature for productive sense-making and conceptual progress. We examine opportunities for quantification across the heating and cooling investigation and a second investigation into landforms. This work has implications for supporting quantification in science activity in the early grades and using empirical investigations as opportunities for sense-making.

show abstract

“…To achieve this situation, it is the duty of the family, the first social circle of the child, to support the child in science-related issues before starting school, where the learning of science content is carried out in a planned manner (Archer et al, 2012). If we hope to understand how children first learn to explore their surroundings, we need to investigate where they spend most of their time outside school (Keifert & Stevens, 2019). We should also consider these extracurricular areas as affluent places for learning (Giles, 2021;Vossoughi & Gutiérrez, 2014).…”

mentioning

confidence: 99%

Determining the Levels of How Families Shape Children's Engagement with Science: A Scale Development Study

BAL¹,

Kaya²

2022

Kuramsal Eğitimbilim

View full text Add to dashboard Cite

This study aims to develop a scale that can be used to determine the levels of how families shape children's engagement with science. The study was conducted in the basic research design. The data collection was carried out in two stages. In the first stage, the data obtained from the scale applied to 324 people were subjected to exploratory factor analysis. In the second stage, data from 181 people were used for confirmatory factor analysis. As a result of the EFA, it was found that the factor loads ranged from .521 to .893, the Kaiser-Meyer-Olkin value was .866, the total variance explained was 62.254%, and the Cronbach's alpha value was .907. As a result of the CFA, however, it was found that the X 2 /df value was 2, and the RMSEA value was .079. Thus, a 5-point, 3-factor Likert type scale, consisting of 18 items, was obtained with validity and reliability according to the analysis results. The factors involved in the scale were called "Practical Applications (Activities and Experiments)", "Introduction to Science" and "Building Scientific Foundations". With the developed scale, it is believed that researchers in the field can determine the level of orientation of children of families with different demographics and children of different age groups to science.

show abstract

Inquiry as a Members’ Phenomenon: Young Children as Competent Inquirers

Cited by 32 publications

References 31 publications

Young students’ diverse resources for meaning making in science: learning from multilingual contexts

Young students’ diverse resources for meaning making in science: learning from multilingual contexts

Quantification in Empirical Activity

Determining the Levels of How Families Shape Children's Engagement with Science: A Scale Development Study

Contact Info

Product

Resources

About