Abstract
This chapter describes a research study based on the theoretical framework of Cultural Historical Activity Theory (CHAT). Within this frame, SCOPES (Systems of activity, Contradictions, Outcomes, Praxis, Expansive learning, Science education) is used as a methodological tool so as to integrate scientific knowledge through participatory methods. It seeks to investigate the use of cartoons as a tool to develop scientific thinking. Emphasis is put on developing conceptual tools to understand dialogue and networks of interacting activity systems and introducing teaching scientific concepts by using cartoons. Within this frame, a Science Curriculum was developed. At the beginning, a popular cartoon was used in order to teach floating and sinking. Then, elements from History of Science were incorporated in a narrative about light and colors. Finally, the narrative was turned to an animation in the program scratch. The analysis of the results presented in this paper focuses on the development of pupils’ scientific thinking and science process skills as well as the ways in which they become engaged with the image of scientists. All in all, learning in a CHAT frame helps pupils organize their scientific work and progress. They develop communication and life skills which enable them to achieve meaningful learning of the scientific content.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The scientific method in the early years describes a systematic model to approach scientific concepts and includes science process skills such as observation, questioning, predicting, experimenting, summarizing, and sharing results (Gerde et al., 2013). It supports scientific inquiry through a holistic approach both in learning in a school classroom and throughout daily activities in the early learners’ lifeworlds.
References
Åkerblom, A., Součková, D., & Pramling, D. (2019). Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity. Cultural Studies of Science Education, 14, 879–895. https://doi.org/10.1007/s11422-018-9894-9
Bakhtin, M. (1986). Speech genres and other late essays (pp. 60–102). University of Texas Press.
Bateson, G. (2000) Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution and epistemology (revised edition) University of Chicago Press. https://doi.org/10.7208/chicago/9780226924601.001.0001.
Birbili, M., & Alexandra, M. (2020). Early childhood teachers’ relationship with the official curriculum: The mediating role of professional and policy contexts. Education Inquiry, 11(2), 110–125. https://doi.org/10.1080/20004508.2019.1687080
Blunden, A. (2013, July 19). Cultural-historical activity theory glossary of terms. Retrieved from: https://www.ethicalpolitics.org/ablunden/pdfs/Glossary_of_Cultural_Historical_Activity.pdf
Bowkett, S. (2011). Using comic art to improve speaking, reading and writing. Routledge, Taylor & Francis. https://doi.org/10.4324/9780203809440
Cole, M., Hakkarainen, P., & Bredikyte, M. (2010). Culture and early childhood learning. In R. E. Tremblay, M. Boivin, Peters R., V. De (Eds.), Encyclopedia on early childhood development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development (CEECD) and the Strategic Knowledge Cluster on Early Child Development (SKC-ECD); 2010:1–6. Available at: http://www.child-encyclopedia.com/documents/Cole-HakkarainenBredikyteANGxp.pdf. Accessed [20-01-2022].
Davydov, V. (1999). The content and unsolved problems of activity theory. In Y. Engeström, R. Miettinen, & R. Punamäki (Eds.), Perspectives on activity theory (pp. 39–52). Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.004
Doran, Y. (2019). Encyclopedia on early childhood development. Building knowledge through images in physics. Visual Communication, 18(2), 251–277. https://doi.org/10.1177/1470357218759825
Engeström, Y. (1987). Learning by expanding. Orienta – Konsultit.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamääki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge University Press. https://doi.org/10.1017/CBO9780511812774
Engeström, Y. (2000). From individual action to collective activity and back: Developmental work research as an interventionist methodology. In P. Luff, J. Hindmarsh, & C. Heath (Eds.), Workplace studies (pp. 150–166). Cambridge University Press. https://doi.org/10.1017/CBO9780511628122.008
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Lehmanns Media.
Engeström, Y. (2015). Learning by expanding: An activity-theoretical approach to developmental research (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139814744
Engeström, Y. (2016). Foreword: Making use of activity theory in educational research. In D. Gedera & J. Williams (Eds.), Activity theory in education (pp. vii–ix). Sense Publishers.
Engeström, Y. (2019). Expansive learning and concept formation: Cycles, germ cells and formative interventions. In Iscar Regional Conference, 19–24 March 2019, Ioannina, Greece.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5, 1–24. https://doi.org/10.1016/j.edurev.2009.12.002
Engeström, Y., & Sannino, A. (2012). Whatever happened to process theories of learning? Learning, Culture and Social Interaction, 1(1), 45–56. https://doi.org/10.1016/j.lcsi.2012.03.002
Facione, P., & Facione, N. (2007). Talking critical thinking. The Magazine of Higher Learning, 39, 38–45.
Fensham, P. J. (2012). Preparing citizens for a complex world: The grand challenge of teaching socio-scientific issues in science education. In A. Zeyer & R. Kyburz-Graber (Eds.), Science|Environment|Health. Towards a renewed pedagogy for Science Education (pp. 7–29). Springer. https://doi.org/10.1007/978-90-481-3949-1_2
Fleer, M. (2015). A cultural-historical model of early childhood science education. In M. Fleer & N. Pramling (Eds.), A cultural historical study of children learning science (pp. 199–213). Springer. https://doi.org/10.1007/978-94-017-9370-4_13
Fleer, M., & Ridgway, A. (2014). Visual methodologies and digital tools for researching with young children. Springer International Publishing. https://doi.org/10.1007/978-3-319-01469-2
Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education Journal, 41, 315–323. https://doi.org/10.1007/s10643-013-0579-4
Ilyenkov, E. (1977, January 22). Dialectical logic, essays on its history and theory. Progress Publishers. Retrieved from: http://aworldtowin.net/documents/Ilyenkov_Dialectical_Logic.pdf
Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle & M. Sackes (Eds.), Research in early childhood science education (pp. 143–165). Springer. https://doi.org/10.1007/978-94-017-9505-0_7
Kampourakis, K. (2018). On the meaning of concepts in science education. Science & Education, 27, 591–592. https://doi.org/10.1007/s11191-018-0004-x
Kaptelinin, V., & Nardi, B. (2017). Activity theory as a framework for human-technology interaction research. Mind Culture and Activity, 25(1), 1–3. https://doi.org/10.1080/10749039.2016.1267227
Kolokouri, E. (2016). Cultural Historical Activity Theory (CHAT) in Formal and Informal Science Education in the Early Grades (5–9 years old). The case of cartoons. University of Ioannina.
Kolokouri, E., & Kornelaki A. C. (2019). Introducing a new socio-cultural tool for science education in first grades: SCOPES. In Conference proceedings ISCAR 2019: Crisis in contexts, Ioannina, Greece, (pp. 87–101).
Kolokouri, E., & Plakitsi, K. (2013). A cultural historical scene of natural sciences for early learners: A chat scene. In K. Plakitsi (Ed.), Activity theory in formal and informal education (pp. 197–208). Sense Publishers. https://doi.org/10.1007/978-94-6091-317-4_8
Kolokouri, E., & Plakitsi, K. (2016). A CHAT approach of light and colors in science teaching for the early grades. World Journal of Education, 6(4), 1–13. https://doi.org/10.5430/wje.v6n4p1
Kolokouri, E., Theodoraki, C., & Plakitsi, K. (2012). A cultural historical activity theory approach in natural sciences education laboratory lessons towards reforming teachers’ training. World Journal of Education, 2(2), 23–40. https://doi.org/10.5430/wje.v2n2p23
Leontiev, A. (1979). The problem of activity in psychology. In J. Wertsch (Ed.), The concept of activity in soviet psychology. Armonk, M.E. Sharpe.
Leontiev, A. N. (2009). Activity and consciousness. Marxists. Internet Archive.
Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 112(2), 29–48.
Nardi, B. A. (1996). Activity theory and human-computer interaction. In B. A. Nardi (Ed.), Context and consciousness: activity theory and human-computer interaction (pp. 69–103). MIT Press. https://doi.org/10.7551/mitpress/2137.001.0001
NARST (1990, March 21). The science process skills. Retrieved from: https://narst.org/research-matters/science-process-skills
Naylor, S., & Keogh, B. (2013). Concept cartoons: What have we learnt? Journal of Turkish Science Education, 10(1), 3–11.
Plakitsi, K. (2008). Didactics of natural sciences in pre-school and early school age: Modern trends and perspectives. Patakis. (in Greek).
Plakitsi, K. (2013). Activity theory in formal and informal science education. Sense Publishers. https://doi.org/10.1007/978-94-6091-317-4
Plakitsi, K., Stamoulis, E., Theodoraki, X., Kolokouri, E., Nanni, E., & Kornelaki, A. (2018). Cultural-historical activity theory and science education: A new dimension in STEAM education. Gutenberg. (in Greek).
Ravanis, K. (2017). Early childhood science education: State of the art and perspectives. Journal of Baltic Science Education, 16(3), 284–288. https://doi.org/10.33225/jbse/17.16.284
Ravanis, K. (2021). The physical sciences in early childhood education: Theoretical frameworks, strategies and activities. Journal of Physics: Conference Series, 1796. https://doi.org/10.1088/1742-6596/1796/1/012092
Ravanis, K., Christidou, V., & Hatzinikita, V. (2013). Enhancing conceptual change in preschool children’s representations of light: A socio-cognitive approach. Research in Science Education, 43(6), 2257–2276. https://doi.org/10.1007/s11165-013-9356-z
Roth, W.-M. (2011). Science in/for early childhood: More than lip service. In K. Plakitsi (Ed.), Sociocultural and sociocognitive approaches in the didactics of natural sciences in early childhood. Patakis.
Roth, W.-M., Goulart, M. I. M., & Plakitsi, K. (2013). Science during early childhood: A cultural-historical perspective. Springer. https://doi.org/10.1007/978-94-007-5186-6
Stetsenko, A. (2017). Science education and transformative activist stance: Activism as a quest for becoming via authentic-authorial contribution to communal practices. In L. Bryan & K. Tobin (Eds.), 13 Questions: Reframing education’s conversation: science (pp. 33–47). Peter Lang.
Unsworth, L. (2020). A Multidisciplinary perspective on animation design and use in science education. In L. Unsworth (Ed.), Learning from animations in science education. Innovations in science education and technology (pp. 3–22). Springer. https://doi.org/10.1007/978-3-030-56,047-8_1
Vosniadou, S. (2019). The development of students’ understanding of science. Frontiers in Education, 4, 32. https://doi.org/10.3389/feduc.2019.00032
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Vygotsky, L. S. (1993). The collected works of L. S. Vygotsky (The fundamentals of defectology) (Vol. 2). Kluwer Academic Publishers.
Vygotsky, L. S. (1999). The collected works of L.S. Vygotsky, vol. 6 (R.W. Rieber, ed.). Kluwer.
Vygotsky, L. S. (2003). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
Wells, G. (1994). Learning and teaching scientific concepts: Vygotsky’s ideas revisited. Paper presented, Vygotsky and the Human Sciences, Conference, Moscow.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Kolokouri, E., Plakitsi, K. (2023). ‘On the Way to Science…’ Development of the Scientific Method in the Early Years. In: Plakitsi, K., Barma, S. (eds) Sociocultural Approaches to STEM Education. Sociocultural Explorations of Science Education, vol 21. Springer, Cham. https://doi.org/10.1007/978-3-031-44377-0_6
Download citation
DOI: https://doi.org/10.1007/978-3-031-44377-0_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-44376-3
Online ISBN: 978-3-031-44377-0
eBook Packages: EducationEducation (R0)