Science learning pathways for young children

By Rochel Gelman, Kimberly Brenneman. 2004

312 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7e0e3141da2bc8b70e3deb4d3e2048286990a123

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Citations in the corpus

Computational thinking and tinkering: Exploration of an early childhood robotics curriculum (2014, background): “…robotics curriculum Marina Umaschi Bers, Louise Flannery, Elizabeth R. Kazakoff*, Amanda Sullivan Tufts University, Medford, MA, USA a r t i c l e i n f o Article history: Received 30 January 2013 Received in revised form 22 October 2013 Accepted 29 October 2013 Keywords: Elementary education…”
Effects of Integrating Physical Activities Into a Science Lesson on Preschool Children's Learning and Enjoyment (2017, unknown): “To this vein, physical experience through observation and manipulation appears to be essential for promoting young children’s novel conceptual understanding in science (Gelman & Brenneman, 2004; Zacharia, Loizou, & Papaevripidou, 2012).”
Preparing children for success: integrating science, math, and technology in early childhood classroom (2015, methodology): “Steps of the scientific inquiry process for an early childhood classroom are specified as follows (Blake, 2009; Brewer, 2007; Gelman & Brenneman, 2004): (1) Engage in topics and questions that are interesting and relevant to students’ lives; (2) Investigate the concepts through different means of…”
Measuring School Readiness: Conceptual and Practical Considerations (2006, background): “The Government Accounting Office (GAO) has emphasized the need for federally funded programs targeted at young children, including Head Start (GAO, 2003) and Title I (GAO, 2000b) to demonstrate their impact on school readiness (GAO, 2000a). In the most recent past, this emphasis is seen in the reaut”
Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum (2013, background): “(Duschl et al. 2006; Gelman and Brenneman 2004; Harlan and Rivkin 2004).”
What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “In the last decade, several reform-oriented programs of early science instruction have been developed, such as the Head Start on Science and Communication Program or HSSC (Klein, Hammrich, Bloom, & Ragins, 2000 ), the ScienceStart! Program (French, 2004 ), the Preschool Pathways to Science or PreP”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “A review of state standards (eg, Greenfield et al, 2009 ; National Committee on Science Education Standards and Assessment (1996); Revised Texas Prekindergarten Guidelines, 2008) and early childhood curricula ( French, 2004 ; Gelman & Brenneman, 2004 ) reinforced the importance of teaching concept”
Science in the Preschool Classroom: A Programmatic Research Agenda to Improve Science Readiness (2009, background): “Second, early childhood curricula, including a small number of recently developed programs that use science as the foundation for generating classroom practices (eg, French, 2004 ; Gelman & Brenneman, 2004 ; Quinn, Taylor, & Taylor, 2004 ; Worth & Grollman, 2003 ), document the content areas and”
Disentangling Robust Developmental Constraints From the Instructionally Mutable: Young Children's Epistemic Reasoning About a Study of Their Own Design (2011, background): “With a handful of exceptions (e.g., A. L. Brown, 1997; Gelman & Brenneman, 2004; Hapgood, Magnusson, & Palincsar, 2004; Lehrer & Schauble, 2000; Lehrer, Schauble, & Lucas, 2008; Metz, 2004), the realm of younger children’s scientific cognition and instruction has been largely ignored.”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “(Conezio & French, 2002; French, 2004), and Preschool Pathways to Science or PrePS (Gelman & Brenneman, 2004).”
Science in the Classroom: Finding a Balance Between Autonomous Exploration and Teacher-Led Instruction in Preschool Settings (2011, background): “…learning goals and that incorporating science into a preschool classroom does not require neglecting the development of math, language, and other critical skills (see also Brenneman et al., 2009; Epstein, 2007; French, 2004; Gelman & Brenneman, 2004; Gelman et al., 2009; Worth & Grollman, 2003).”
PK-3: What Does It Mean For INstruction? (2017, background): “Developmentally-appropriate practice—especially the sequence in which new concepts are introduced—can be informed by these progressions (Duschl, 2007), and although there is not complete agreement on science trajectories, there is evidence that following identiﬁ ed pathways is educationally efﬁ caci”