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The Significance of the Constructivist Approach in Preschool Science Education
ate instructional approaches and educate and employ competent preschool
teachers. Under these circumstances, children’s ‘alternative conceptions’ are
more likely to develop into correct science concepts later in life and not stag-
nate in the form of undiscovered misconceptions.
References
Abruscato, J., and D. A. DeRosa. 2010. Teaching Children Science: A Discovery Ap-
proach. 7th ed. Boston, MA: Allyn & Bacon.
Allen, M. 2014. Misconceptions in Primary Science. 2nd ed. Maidenhead: Open
University Press.
Alveirinho, D., J. Bento, and M. Nunes. 2017. ‘The Science Experiment and the
Playful Learning: Window of Opportunity for Curricular Articulation in
the Transition between Preschool Education and Primary Education.’ In
ICERI2017 Proceedings, edited by L. Gómez Chova, A. López Martínez, and
I. Candel Torres, 8629–8635. Seville: IATED Academy.
Areljung, S. 2018. ‘Why Do Teachers Adopt Or Resist a Pedagogical Idea for
Teaching Science in Preschool?’ International Journal of Early Years Educa-
tion. https://doi.org/10.1080/09669760.2018.1481733
Barell, J. F. 2007. Problem-Based Learning: An Inquiry Approach. Thousand Oaks,
CA: Corwin.
Batelli, C., and N. Dolenc-Orbanić. 2006. ‘Zvita kot lisica, nesramna kot kukav-
ica.’ In Zgodnje učenje in poučevanje otrok, edited by V. Medved Udovič, M.
Cotič, and D. Felda, 447–454. Koper: Annales.
Bell, B. 1993. Children’s Science, Constructivism and Learning in Science. Burwood:
Deakin University.
Britten, E., and M. Allen. 2018. Addressing Children Misconceptions through Talk:
Unlocking Speaking and Listening; Developing Spoken Language in the Pri-
mary Classroom. 3rd ed. London: Routledge.
Broström, S. 2015. ‘Science in Early Childhood Education.’ Journal of Education
and Human Development 2 (1): 107–124.
Broström, S., T. Frøkjær, I. Johansson, and A. Sandberg. 2014. ‘Preschool Teacher’s
View on Learning in Preschool in Sweden and Denmark.’ European Early
Childhood Educational Research Journal 22 (5): 590–603.
Brunton, P., and L. Thornton. 2012. Science in the Early Years: Building Firm Foun-
dations from Birth to Five. Los Angeles: Sage.
Conezio, K., and L. French. 2002. ‘Science in the Preschool Classroom: Capitaliz-
ing on Children’s Fascination with the Everyday World to Foster Language
and Literacy Development.’ Young Children 57 (5): 12–18.
Doğan, Y., and A. Simsar. 2018. ‘Preschool Teachers’ Views on Science Education,
the Methods They Use, Science Activities, and the Problems They Face.’
International Journal of Progressive Education 14 (5), 57–76.
Driver, R., E. Guesne, and A. Tiberghien. 1985. ‘Some Features of Children’s Ideas
335
ate instructional approaches and educate and employ competent preschool
teachers. Under these circumstances, children’s ‘alternative conceptions’ are
more likely to develop into correct science concepts later in life and not stag-
nate in the form of undiscovered misconceptions.
References
Abruscato, J., and D. A. DeRosa. 2010. Teaching Children Science: A Discovery Ap-
proach. 7th ed. Boston, MA: Allyn & Bacon.
Allen, M. 2014. Misconceptions in Primary Science. 2nd ed. Maidenhead: Open
University Press.
Alveirinho, D., J. Bento, and M. Nunes. 2017. ‘The Science Experiment and the
Playful Learning: Window of Opportunity for Curricular Articulation in
the Transition between Preschool Education and Primary Education.’ In
ICERI2017 Proceedings, edited by L. Gómez Chova, A. López Martínez, and
I. Candel Torres, 8629–8635. Seville: IATED Academy.
Areljung, S. 2018. ‘Why Do Teachers Adopt Or Resist a Pedagogical Idea for
Teaching Science in Preschool?’ International Journal of Early Years Educa-
tion. https://doi.org/10.1080/09669760.2018.1481733
Barell, J. F. 2007. Problem-Based Learning: An Inquiry Approach. Thousand Oaks,
CA: Corwin.
Batelli, C., and N. Dolenc-Orbanić. 2006. ‘Zvita kot lisica, nesramna kot kukav-
ica.’ In Zgodnje učenje in poučevanje otrok, edited by V. Medved Udovič, M.
Cotič, and D. Felda, 447–454. Koper: Annales.
Bell, B. 1993. Children’s Science, Constructivism and Learning in Science. Burwood:
Deakin University.
Britten, E., and M. Allen. 2018. Addressing Children Misconceptions through Talk:
Unlocking Speaking and Listening; Developing Spoken Language in the Pri-
mary Classroom. 3rd ed. London: Routledge.
Broström, S. 2015. ‘Science in Early Childhood Education.’ Journal of Education
and Human Development 2 (1): 107–124.
Broström, S., T. Frøkjær, I. Johansson, and A. Sandberg. 2014. ‘Preschool Teacher’s
View on Learning in Preschool in Sweden and Denmark.’ European Early
Childhood Educational Research Journal 22 (5): 590–603.
Brunton, P., and L. Thornton. 2012. Science in the Early Years: Building Firm Foun-
dations from Birth to Five. Los Angeles: Sage.
Conezio, K., and L. French. 2002. ‘Science in the Preschool Classroom: Capitaliz-
ing on Children’s Fascination with the Everyday World to Foster Language
and Literacy Development.’ Young Children 57 (5): 12–18.
Doğan, Y., and A. Simsar. 2018. ‘Preschool Teachers’ Views on Science Education,
the Methods They Use, Science Activities, and the Problems They Face.’
International Journal of Progressive Education 14 (5), 57–76.
Driver, R., E. Guesne, and A. Tiberghien. 1985. ‘Some Features of Children’s Ideas
335
