Science Education during Early Childhood A Cultural-Historical Persp
Children’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically govern
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Cultural Studies of Science Education Volume 6 Series Editors KENNETH TOBIN, City University of New York, USA CATHERINE MILNE, New York University, USA Dr. CHRISTINA SIRY, University of Luxembourg, Walferdange, Luxembourg
The series is unique in focusing on the publication of scholarly works that employ social and cultural perspectives as foundations for research and other scholarly activities in the three fields implied in its title: science education, education, and social studies of science. The aim of the series is to establish bridges to related fields, such as those concerned with the social studies of science, public understanding of science, science/technology and human values, or science and literacy. Cultural Studies of Science Education, the book series explicitly aims at establishing such bridges and at building new communities at the interface of currently distinct discourses. In this way, the current almost exclusive focus on science education on school learning would be expanded becoming instead a focus on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon. The book series is conceived as a parallel to the journal Cultural Studies of Science Education, opening up avenues for publishing works that do not fit into the limited amount of space and topics that can be covered within the same text.
For further volumes: http://www.springer.com/series/8286
Wolff-Michael Roth • Maria Inês Mafra Goulart Katerina Plakitsi
Science Education during Early Childhood A Cultural-Historical Perspective
Wolff-Michael Roth Griffith Institute for Educational Research Griffith University Mt Gravatt, QLD, Australia
Maria Inês Mafra Goulart Faculty of Education Universidade Federal de Minas Gerais Belo Horizonte, Minas Gerais, Brazil
Katerina Plakitsi School of Education University of Ioannina University Campus Dourouti Ioannina, Greece
ISSN 1879-7229 ISSN 1879-7237 (electronic) ISBN 978-94-007-5185-9 ISBN 978-94-007-5186-6 (eBook) DOI 10.1007/978-94-007-5186-6 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012949160 © Springer Science+Business Media Dordrecht 2013 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. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permiss
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