Research in Early Childhood Science Education
This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science educa
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arch in Early Childhood Science Education
Research in Early Childhood Science Education
Kathy Cabe Trundle • Mesut Saçkes Editors
Research in Early Childhood Science Education
Editors Kathy Cabe Trundle North Carolina State University Raleigh, North Carolina, USA
Mesut Saçkes Necatibey School of Education Balıkesir University Balıkesir, Turkey
ISBN 978-94-017-9504-3 ISBN 978-94-017-9505-0 DOI 10.1007/978-94-017-9505-0
(eBook)
Library of Congress Control Number: 2015938099 Springer Dordrecht Heidelberg New York London © Springer Science+Business Media Dordrecht 2015 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media B.V. Dordrecht is part of Springer Science+Business Media (www. springer.com)
Foreword
This comprehensive set of chapters addresses the full range of challenges involved in STEM education for young children. Together the 15 chapters offer careful and comprehensive examinations of currently available research on young children’s acquisition of knowledge of the sciences. In addition, the various difficulties involved in helping young children to understand the basic explanations of the vast range of the complexities of our universe that took thousands of years for human beings to understand. One of the themes that re-occurs in many of the chapters is that the fairly typical willingness if not eagerness of young children to grasp some of the basics of scientific knowledge rarely persists into adolescence. This frequent decline of interest and motivation to study science is regrettable for many reasons. Among them is not only the potential usefulness of scientific knowledge in future careers, but also the significance of acquiring the disposition to appreciate – throughout life – the importance of supporting the work of all scientists for all of us. Clearly more research is needed to help us address this decline of motivation to study the sciences. It is a provocative finding in that the overall goals
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