Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Playing with science: manifestation of scientific play in early science inquiry
European Early Childhood Education Research Journal ( IF 1.752 ) Pub Date : 2020-06-25 , DOI: 10.1080/1350293x.2020.1783924
Jenni Vartiainen 1 , Kristiina Kumpulainen 1
Affiliation  

ABSTRACT

Drawing on sociocultural theorizing, this case study investigates and unpacks the qualities of scientific play during children’s inquiry-based science activities framed by imagination and play (i.e. Poetry Science). The data were gathered in Finnish preschool groups with children aged five to six years old (N: 31) over a five-week period. The data consist of video recordings, observational field notes, and artifacts, subjected to multimodal analysis. The results show that scientific play that manifested throughout young children’s inquiry process has the following four characteristics: (i) creating and maintaining an imaginary science situation, (ii) assigning new meanings to science objects and processes, (iii) combining imaginary situations and problem solving, and (iv) engaging in science talk in an imaginary situation. The study shows how imagination and play are important elements of children’s science inquiry, with implications for early science education.



中文翻译:

与科学玩耍:早期科学探究中科学玩耍的表现

摘要

该案例研究借鉴了社会文化理论,研究并揭示了科学游戏的品质在以想象和游戏为框架的儿童探究式科学活动中(即诗歌科​​学)。这些数据是在5周内有5至6岁(N:31)儿童的芬兰学龄前儿童组中收集的。数据包括经过多模式分析的视频记录,观测现场记录和人工制品。结果表明,贯穿幼儿询问过程的科学游戏具有以下四个特征:(i)创建和维持一种想象的科学情境;(ii)为科学对象和过程赋予新的意义;(iii)结合想象的情境和问题解决;以及(iv)在想象中的情况下进行科学演讲。研究表明,想象力和游戏是儿童科学探究的重要元素,

更新日期:2020-06-25
down
wechat
bug