Long-term outcomes of early childhood science education: insights from a cross-national comparative case study on conceptual understanding of science
The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students’ conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of grade 6 children from 3 schools in China (n = 140) who started formal...[Show more]
|Collections||ANU Research Publications|
|Source:||International Journal of Science and Mathematics Education|
|Access Rights:||Open Access|
|Tao2012_Article_LONG-TERMOUTCOMESOFEARLYCHILDH.pdf||528.9 kB||Adobe PDF||Request a copy|
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