Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching-Reference-Cited by-同舟云学术

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Chinese Preschool Teachers’ Use of Concept Development Strategies to Elicit Children’s Higher-Order Thinking During Whole-Group Science Teaching

Published:2022-11-13 Issue: Volume: Page:1-22
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Hu Bi Ying¹,Guan Lin¹^ORCID,Ye Feiwei¹,Vitiello Virginia E.²,Roberts Sherron K.³,Li Yuan Hua¹,Wu Qiong⁴

Affiliation:

1. Faculty of Education, University of Macau

2. Center for Advanced Study of Teaching and Learning, University of Virginia

3. School of Teaching, Learning, and Leadership College of Education ED315U, University of Central Florida

4. Faculty of Education, Northeast Normal University

Funder

Macao Tong Chai Charity Association

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2022.2146393

Reference52 articles.

1. What is science in preschool and what do teachers have to know to empower children?

2. Effect of Inquiry and Problem Based Pedagogy on Learning: Evidence from 10 Field Experiments in Four Countries

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