TY - BOOK ID - 4869156 TI - Research in Early Childhood Science Education AU - Cabe Trundle, Kathy. AU - Saçkes, Mesut. PY - 2015 SN - 9789401795050 9401795045 9789401795043 9401795053 PB - Dordrecht : Springer Netherlands : Imprint: Springer, DB - UniCat KW - Education. KW - Science Education. KW - Teaching and Teacher Education. KW - Childhood Education. KW - Learning & Instruction. KW - Science KW - Early childhood education. KW - Education KW - Sciences KW - Education de la première enfance KW - Study and teaching. KW - Etude et enseignement KW - Science_xStudy and teaching. KW - Social Sciences KW - Education, Special Topics KW - Science education. KW - Teaching. KW - Child development. KW - Early Childhood Education. KW - Science education KW - Scientific education KW - Learning. KW - Instruction. KW - Learning process KW - Comprehension KW - Child study KW - Children KW - Development, Child KW - Developmental biology KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Instructional systems KW - Pedagogical content knowledge KW - Training KW - Development UR - https://www.unicat.be/uniCat?func=search&query=sysid:4869156 AB - This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested. ER -