75-97

• Robbins, Jill

Vygotsky’s sociocultural/cultural historical theory emphasised the notion of semiotic mediation – or how thinking is transformed through signs (such as language) andcultural tools (such as drawings) from an intermental to an intramental plane. While the ideas of Vygotsky have become well-accepted within research in early childhood education in Australia, they are somewhat slower to be adopted within science education research. Yet they offer the potential for gaining new understandings of how young children’s thinking about the world develops. This article will demonstrate one way in which aspects of Vygotsky’s (1987-1999) work, particularly his ideas about semiotic mediation can inform analysis of children’s thinking about the world. Focusing on conversations with children about natural phenomena, and drawings they completed during those conversations, the analysis identifies a number of significant issues that are not normally revealed within the dominant forms of analysis which draw on constructivist perspectives. The findings, which reveal complex and dynamic aspects of children’s thinking, have implications for both teachers and researchers working with young children – especially within science education and science education research.

• Educational sciences
• Physical sciences

• Εκπαίδευση, Προσχολική
• Teaching
• Thought and thinking

young children’s thinking, sociocultural/cultural-historical theory, methodology, early childhood science , pensée des jeunes enfants, théorie socioculturelle/culturelle-historique, méthodologie, sciences dans la petite enfance

Περιέχει σχήματα, πίνακες και βιβλιογραφία, Το άρθρο περιέχεται στο τεύχος Vol.3, No.1, 2009 με τίτλο: Science Education Research and Theory in the Early Years