| Abstrakt: |
How do children engage with science? How does science in one's childhood overlap with other scientific practices—or differ from them? According to prevalent developmental perspectives, particularly in science education, children's understandings are incomplete—an immature stage of adults' engagement with science. There follows a prescriptive model: an efficiently, playfully designed science education will generate scientifically educated young people, and perhaps even excellent scientists in the future. Such recent approaches to science education can be questioned via an ironic play with the concept of ‘childish science’, along three specific lines: children's life worlds are pervaded with/by science and are understood through children's imaginaries of science and their practices with science. More than simply incomplete adults, children develop their own sense-making through specific cultures, social relations and rationalities. When introduced to learning settings, specific materials and technologies matter; they represent, communicate and translate knowledges in ways dependent upon children's practices. These three aspects of ‘childish science’ provide a playful intervention for broadening prevalent approaches to science education. This special issue analyses science in childhood as a specifically ‘childish’ version of science. Children embed the world around them with meanings. Through these practices and meanings children become major actors in various settings, including schools, museums and their own homes. The analysis is informed by concepts drawn from childhood studies and Science and Technology Studies (STS). In terms of practical implications, educators should recognise the specific roles of childish science, which cannot be fully anticipated, controlled or designed. Science education should not be over-optimistic about its methods and outcomes. It is worth learning more about childish ways of engaging with science and how they relate to other versions of science. [ABSTRACT FROM AUTHOR] |
