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Gomes, Judith; Fleer, Marilyn – Research in Science Education, 2019
There are a growing number of studies that have examined science learning for preschool children. Some research has looked into children's home experiences and some has focused on transition, practices, routines, and traditions in preschool contexts. However, little attention has been directed to the relationship between children's learning…
Descriptors: Preschool Children, Preschool Education, Science Education, Learning Experience
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Fleer, Marilyn – Research in Science Education, 2019
Eminent scientists, like Einstein, worked with theoretical contradiction, thought experiments, mental models and visualisation--all characteristics of children's play. Supporting children's play is a strength of early childhood teachers. Promising research shows a link between imagination in science and imagination in play. A case study of 3…
Descriptors: Play, Science Instruction, Young Children, Imagination
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Sikder, Shukla; Fleer, Marilyn – Research in Science Education, 2015
Vygotsky (1987) stated that the restructured form of everyday concepts learned at home and in the community interact with scientific concepts introduced in formal school settings, leading to a higher level of scientific thinking for school-aged children. But, what does this mean for the scientific learning of infants and toddlers? What kinds of…
Descriptors: Infants, Toddlers, Foreign Countries, Scientific Concepts
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Fleer, Marilyn – Research in Science Education, 2013
Vygotsky (1986) draws attention to the interrelationship between thought and language and other aspects of mind. Although not widely acknowledged, Vygotsky (1999) also drew attention to the search for the relations between cognition and emotions. This paper discusses the findings of a study which examined imaginary scientific situations within the…
Descriptors: Foreign Countries, Science Instruction, Preschool Teachers, Preschool Children
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Fleer, Marilyn – Research in Science Education, 2009
In recent times there has been an enormous interest in Vygotsky's writing on conceptual development, particularly his insights on the differences between everyday and scientific thinking. In drawing upon cultural-historical theory, this paper seeks to examine the relations between everyday concepts and scientific concepts within playful contexts,…
Descriptors: Play, Scientific Concepts, Concept Formation, Child Development
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Fleer, Marilyn – Research in Science Education, 2000
Presents a study of design questions that children ask as they work technologically in school. Discusses school aged children's technological work on "cubby building". Supports the view that children's design questions and briefs arise at various points throughout the lesson sequence, demonstrating the iterative nature of design, make,…
Descriptors: Curriculum, Design, Early Childhood Education, Elementary Education
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Fleer, Marilyn – Research in Science Education, 1997
Reports on a pilot study which sought to find out what 4- to 8-year-old rural Australian Aboriginal children think about night and day. Findings indicate more variations in thinking than were found in earlier research. Raises questions about the framing of cross-cultural research and the realization of indigenous data. Contains 40 references.…
Descriptors: Cross Cultural Studies, Educational Research, Elementary Education, Foreign Countries
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Fleer, Marilyn – Research in Science Education, 1996
Reports on a study that investigated the impact of a science teaching and learning program on families of children attending an Australian child care center. Findings indicate that science-based discussions in everyday family contexts were common among families during the program and that parents gained greater insights into specific aspects of…
Descriptors: Early Childhood Education, Family Attitudes, Family Involvement, Foreign Countries