Knowledge, meanings, subjects, and times of teaching and learning science with children: a dialogue between the Inquiry-Based Science Education approach and the child-nature relationship perspective
DOI:
https://doi.org/10.18554/cimeac.v15i1.8551Abstract
This text is a theoretical essay aimed at provoking reflections on the perspectives of Inquiry-Based Science Education and the Child-Nature Relationship. It proposes to explore the intersections, tensions, and dialogues between these approaches in research and practices related to pedagogical work with Natural Science topics in Early Childhood Education and the early years of Elementary School. We chose these two approaches because the first has strong adherence in the field of Science Education, while the second is widely accepted and valued in the non-disciplinary field of Early Childhood Education. With this choice, we aim to shed light on contradictions and, at the same time, complementarities between the two perspectives, in order to contribute to deepening the debate and to encouraging further research questions and challenges regarding teaching and learning processes and teacher education in Science Education, with a focus on Early Childhood and Elementary School.
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