Natural Science and Technology in Early Years Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 January 2024) | Viewed by 1446

Special Issue Editor


E-Mail Website
Guest Editor
Department of Natural Science, Mathematics & Society, Malmö University, 211 19 Malmö, Sweden
Interests: early years education; science education

Special Issue Information

Dear Colleagues,

The role of natural science in early years education is a field of research that has attracted an increasing amount of interest over the past decade. A driving force for this development is the recognition of the importance of early years science education for society at large through its impact on future academic achievements and equality, as education strives to provide all pupils with the experiences necessary to attain educational goals. One of the most pressing issues for education today is to increase children’s environmental awareness to provide coming generations with the knowledge to form a more sustainable future. Contemporary research has provided new insights into the learning process itself with the inclusion of related fields such as information and communication technology (ICT), linguistics and concept formation and much more. The current breadth of development motivates summarising the current state of this multidisciplinary field and the presentation of informed insights concerning current and future trends. To this end, I invite you to contribute original papers and reviews for a Special Issue of Education Science devoted to Natural Science and Technology in Early Years Education, which is to be published in late 2022.

Dr. Karina Adbo
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • early years education
  • natural science
  • current and future trends

Published Papers (1 paper)

Order results
Result details
Select all
Export citation of selected articles as:

Research

16 pages, 1154 KiB  
Article
The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals
by Paraskevi Charalampopoulou, George Kaliampos, Konstantinos Lavidas and Konstantinos Ravanis
Educ. Sci. 2023, 13(12), 1198; https://doi.org/10.3390/educsci13121198 - 29 Nov 2023
Viewed by 677
Abstract
The aim of the current study is to examine how preschool children overcome their difficulties regarding thermal expansion and contraction and construct in their minds a precursor model; that is, an entity compatible with school knowledge. Having investigated these difficulties through a pretest, [...] Read more.
The aim of the current study is to examine how preschool children overcome their difficulties regarding thermal expansion and contraction and construct in their minds a precursor model; that is, an entity compatible with school knowledge. Having investigated these difficulties through a pretest, a teaching intervention was implemented based on both the telling of a fairy tale and the carrying out of experimental activities. Finally, the changes in children’s thinking were studied with a posttest. The study involved 36 children aged 4–6 years who voluntarily participated in individual semistructured interviews conducted by three researchers in a special kindergarten setting. The results of the study revealed statistically significant progress in children’s responses between pre- and posttests. Furthermore, the finding of almost 1/3 of children’s responses being compatible with school knowledge indicates that (a) it is possible for children of that age to construct a precursor model for thermal expansion and contraction and (b) the combination of storytelling along with experimental activities is probably an appropriate teaching strategy. Full article
(This article belongs to the Special Issue Natural Science and Technology in Early Years Education)
Show Figures

Figure 1

Back to TopTop