But is it science?

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationEarly Years Science Education
Subtitle of host publicationA Contemporary Look
EditorsMike Watts, Alison Silby
Place of PublicationLondon and New York
Chapter8
Pages96-105
Number of pages10
Edition1st
Publication statusPublished - 29 Aug 2018

Keywords

  • early years education
  • science education
  • early child development

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Cite this

Watts, M., Salehjee, S., & Essex, J. (2018). But is it science? In M. Watts, & A. Silby (Eds.), Early Years Science Education: A Contemporary Look (1st ed., pp. 96-105).