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Classroom Preschool Science Learning : = The Learner, Instructional Tools, and Peer-Learning Assignments.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Classroom Preschool Science Learning :/
其他題名:	The Learner, Instructional Tools, and Peer-Learning Assignments.
作者:	Reuter, Jamie M.
面頁冊數:	1 online resource (207 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
Contained By:	Dissertation Abstracts International79-05A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355552294

Classroom Preschool Science Learning : = The Learner, Instructional Tools, and Peer-Learning Assignments.
Reuter, Jamie M.

Classroom Preschool Science Learning :The Learner, Instructional Tools, and Peer-Learning Assignments. - 1 online resource (207 pages)

Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355552294Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Classroom Preschool Science Learning : = The Learner, Instructional Tools, and Peer-Learning Assignments.
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500 $a Source: Dissertation Abstracts International, Volume: 79-05(E), Section: A.
500 $a Adviser: Rochel Gelman.
502 $a Thesis (Ph.D.) $c Rutgers The State University of New Jersey - New Brunswick $d 2017.
504 $a Includes bibliographical references
520 $a The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers.
520 $a In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking.
520 $a Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to accurately recall initial predictions, as well as discriminate between the outcome of a scientific manipulation and their original predictions (i.e., to determine whether one's predictions were confirmed).
520 $a Finally, this dissertation also explores the social context of learning science with peers in the preschool classroom. Due to little prior research in this area, it is currently unclear whether and how preschool children may benefit from working with peers on science activities in the classroom. This work aims to examine preschoolers' collaboration on a science learning activity, as well as the developmental function for such collaborative skills over the preschool years.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Science education. $3 1151737
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Rutgers The State University of New Jersey - New Brunswick. $b Education. $3 1181561
773 0 $t Dissertation Abstracts International $g 79-05A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10753134 $z click for full text (PQDT)