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Classroom preschool science learning

Descriptive

TitleInfo
Title
Classroom preschool science learning
SubTitle
the learner, instructional tools, and peer-learning assignments
Name (type = personal)
NamePart (type = family)
Reuter
NamePart (type = given)
Jamie M.
NamePart (type = date)
1986-
DisplayForm
Jamie M. Reuter
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
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Gelman
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Rochel
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Rochel Gelman
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Duncan
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Ravit
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Ravit Duncan
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Advisory Committee
Role
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internal member
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
DisplayForm
Sharon Ryan
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Brenneman
NamePart (type = given)
Kimberly
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Kimberly Brenneman
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
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RoleTerm (authority = RULIB)
school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2017
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2017-05
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2017
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children’s scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children’s capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children’s scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children’s ability to accurately recall initial predictions, as well as discriminate between the outcome of a scientific manipulation and their original predictions (i.e., to determine whether one’s predictions were confirmed). Finally, this dissertation also explores the social context of learning science with peers in the preschool classroom. Due to little prior research in this area, it is currently unclear whether and how preschool children may benefit from working with peers on science activities in the classroom. This work aims to examine preschoolers’ collaboration on a science learning activity, as well as the developmental function for such collaborative skills over the preschool years.
Subject (authority = RUETD)
Topic
Education
Subject (authority = ETD-LCSH)
Topic
Science--Study and teaching (Preschool)
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_8083
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiii, 191 p. : ill.)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Jamie M. Reuter
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3PR7ZWS
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Reuter
GivenName
Jamie
MiddleName
M.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2017-04-17 12:15:34
AssociatedEntity
Name
Jamie Reuter
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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1.5
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DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2017-04-17T13:39:04
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2017-04-17T13:39:04
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