THE IMPORTANCE OF CONCEPTUALLY FOCUSED TEACHER-CHILD INTERACTION IN EARLY-CHILDHOOD SCIENCE LEARNING

被引：6
|
作者：
FLEER, M
机构：
来源：
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 1995年 / 17卷 / 03期
关键词：
D O I：
10.1080/0950069950170305
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper presents the findings of a study which documented teacher-child discourse in two early childhood classrooms (Transition/Year One and Year Two/Three) with the view to mapping how young children come to understand the scientific concepts presented during science lessons. Examples are given to illustrate the different interaction types documented (procedurally and conceptually focused) and the subsequent constructive and destructive frameworks created by the children in working with technology-related tasks.
引用
收藏
页码：325 / 342
页数：18
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