Preschool-age children practicing science: intersections of explanations, modeling, and gesture use

Julia Diane Plummer, Amy Ricketts

Research output: Contribution to journalConference article

1 Citation (Scopus)

Abstract

Despite the importance reform efforts have placed on engaging students in science practices, limited research has considered the initial steps young children may take with evidence-based explanations and modeling practices. Following a theoretical perspective that science emerges as it is practiced, we analyzed video of astronomy programs for 3-to-5 year old children in a museum setting. Findings suggest that explanations co-constructed by children ranged in sophistication. Children’s use of modeling practices supported their development of evidence-based explanations. We also found that children often used gestures to develop and communicate their explanations. Our findings demonstrate the initial ways young children’s co-constructed, evidence-based explanations emerge through interactions with educators, peers, and their physical environment.

Original languageEnglish (US)
Pages (from-to)929-932
Number of pages4
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume2
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

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preschool age
Astronomy
Museums
Students
science
evidence
museum
video
educator
reform
interaction
student

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

Cite this

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Preschool-age children practicing science : intersections of explanations, modeling, and gesture use. / Plummer, Julia Diane; Ricketts, Amy.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 2, No. 2018-June, 01.01.2018, p. 929-932.

Research output: Contribution to journalConference article

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