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|Title:||Asking for Too Much Too Early? Promoting Mechanistic Reasoning in Early Childhood Science And Mathematics Education|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Louca, L. & Papademetri-Kachrimani, C. (2012). Asking for Too Much Too Early? Promoting Mechanistic Reasoning in Early Childhood Science And Mathematics Education. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 513-514). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||Following research attention to children's use and understanding of causation, in this paper we contend that young children as early as kindergarten are able to engage in an effort to develop understanding about the causal mechanism underlying or explaining physical and mathematical phenomena. We draw on a two examples from early childhood education settings to suggest that children are able to use (novice) abilities of mechanistic reasoning both in early science and mathematics education. We discuss implications for the role of the teacher and activity design.|
|Appears in Collections:||ICLS 2012|
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