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001			313872
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008			150903s2013 ne | o |||| 0|eng d
020			_a9789400751866 _99789400751866
024	7		_a10.1007/9789400751866 _2doi
035			_avtls000367487
039		9	_a201509031049 _bVLOAD _c201405070442 _dVLOAD _y201402251624 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC8-6691
100	1		_aRoth, Wolff-Michael. _eautor _9307583
245	1	0	_aScience Education during Early Childhood : _bA Cultural-Historical Perspective / _cby Wolff-Michael Roth, Maria Inês Mafra Goulart, Katerina Plakitsi.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2013.
300			_axI, 221 páginas _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aCultural Studies of Science Education, _x1879-7229 ; _v6
500			_aSpringer eBooks
505	0		_aForeword -- 1. Learning, Development, and Cultural-Historical Activity Theory -- PART I: THE BEGINNINGS OF HIGHER ORDER PSYCHOLOGICAL FUNCTIONS -- 2. The Origins of Reading – Science Texts -- 3. The Genesis of Conceptual Categories -- PART II: RETHINKING YOUNG CHILDREN’S ENGAGEMENT IN SCIENCE -- 4. Engaging Children in Collective Curriculum Design -- 5. Margin|Center -- 6. Darkness|Light -- PART III: TEACHER PREPARATION AND CURRICULUM DEVELOPMENT -- 7. Creating the Potential for Learning in Early Childhood Education -- 8. Preparing Teachers for Early Childhood Science Teaching -- 9. Magnifying Effects with LIGHT -- Epilogue --   10. Valuing Children’s Early Science Experiences -- References -- Index.
520			_aChildren’s learning and understanding of science during their pre-school years has been a neglected topic in the education literature—something this volume aims to redress. Paradigmatic notions of science education, with their focus on biologically governed development and age-specific accession to scientific concepts, have perpetuated this state of affairs. This book offers a very different perspective, however. It has its roots in the work of cultural-historical activity theorists, who, since Vygotsky, have assumed that any higher cognitive function existed in and as a social relation first. Accepting this precept removes any lower limit we may deem appropriate on children’s cognitive engagement with science-related concepts. The authors describe and analyze the ways in which children aged from one to five grapple with scientific concepts, and also suggest ways in which pre-service and in-service teachers can be prepared to teach in ways that support children’s development in cultural and historical contexts. In doing so, the book affirms the value of cultural-historical activity theory as an appropriate framework for analyzing preschool children’s participation in science learning experiences, and shows that that the theory provides an appropriate framework for understanding learning, as well as for planning and conducting training for pre-school teachers.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aGoulart, Maria Inês Mafra. _eautor _9356277
700	1		_aPlakitsi, Katerina. _eautor _9356278
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789400751859
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-5186-6 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c313872 _d313872