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

Julia D. Plummer, Amy Ricketts

Research output: Contribution to journalConference article

1 Scopus citations

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

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Preschool-age children practicing science: intersections of explanations, modeling, and gesture use'. Together they form a unique fingerprint.

  • Cite this