But is it science?

Watts, M., Salehjee, S. and Essex, J. (2017) But is it science? Early Child Development and Care, 187(2), pp. 274-283. (doi: 10.1080/03004430.2016.1237566)

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Early years science education is not science, but a curricular construction designed to induct young children into a range of ideas and practices related to the natural world. While inquiry-based learning is an important approach to this, it is not of itself unique to science and there are a range of logico-mathematical constructions that come closer to the essence of science. In this paper we discuss just three: empirical question-asking, transgressive play, and good thinking. The challenge, of course is to induct early years practitioners to a different way of shaping early science.

Item Type:Articles
Keywords:Question asking, transgressive play, scientific thinking.
Glasgow Author(s) Enlighten ID:Salehjee, Dr Saima
Authors: Watts, M., Salehjee, S., and Essex, J.
College/School:College of Social Sciences > School of Social & Environmental Sustainability
Journal Name:Early Child Development and Care
Publisher:Taylor & Francis
ISSN (Online):1476-8275
Published Online:06 December 2016
Copyright Holders:Copyright © 2016 The Authors
First Published:First published in Early Child Development and Care 187(2): 274-283
Publisher Policy:Reproduced under a Creative Commons License

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