“Doing science” through discourse‐in‐interaction: Young children's science investigations at the early childhood level

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Koordination

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Preschool Children's Explanations of Plant Growth and Rain Formation: A Comparative Analysis

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Conversation Analysis as a Way of Studying Learning—An Introduction to a Special Issue ofSJER

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Science Concept Formation During Infancy, Toddlerhood, and Early Childhood: Developing a Scientific Motive Over Time

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Learning About Science in Preschool: Play-Based Activities to Support Children’s Understanding of Chemistry Concepts

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Examining children's agency within participatory structures in primary science investigations

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The Collective Construction of a Science Unit: Framing Curricula as Emergent From Kindergarteners’ Wonderings

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Biodiesel and Integrated STEM: Vertical Alignment of High School Biology/Biochemistry and Chemistry

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Interaction rituals and inquiry‐based science instruction: Analysis of student participation in small‐group investigations in a multilingual classroom

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The Role of Art Practice in Elementary School Science

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Preservice Teachers Developing Coherent Inquiry Investigations in Elementary Astronomy

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Connecting science to everyday experiences in preschool settings

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The relations between ideal and real forms of small science: conscious collaboration among parents and infants–toddlers (Cultural Studies of Science Education)

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Towards multidimensional approaches to early childhood science education

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Augmented reality interactive experiences for multi-level chemistry understanding

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The culturally responsive science teaching practices of undergraduate biology teaching assistants

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Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper

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How science texts and hands-on explorations facilitate meaning making: Learning from Latina/o third graders

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Science languageWanted Alive: Through the dialectical/dialogical lens of Vygotsky and the Bakhtin circle

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Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities

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Students' Meaning‐Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation

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Dialogic Pedagogies and Multimodal Methodologies: Working Towards Inclusive Science Education and Research

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Development of Food Competence in Early Childhood Education

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‘Opening up’ a science task: an exploration of shifting embodied participation of a multilingual primary student

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Underscoring the value of video analysis in multilingual and multicultural classroom contexts

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Learning about Microorganisms in Childhood: Four- to Six-Year-Old Children’s Voice in Kindergartens and Museums

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How sensorimotor interaction shapes and supports young children’s gestural communication around science

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Story-Driven Embodied Play: Empowering Young Children’s Agency in Science Learning

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Using a planetarium fieldtrip to engage young children in three-dimensional learning through representations, patterns, and lunar phenomena

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Preschool children learn physics, biology, chemistry and forensic science knowledge with integrated teaching approaches

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Preschool-age children’s early steps towards evidence-based explanations and modelling practices

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Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates.

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The role of narrative in informal programming designed to engage preschool-age children in science explanations

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The effects of interactions with AI-enhanced media characters on learning computational thinking

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Design concept analysis of educational toys to stimulate early childhood fine motor development

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Making in‐the‐moment learning visible: A framework to identify and compare various ways of learning through continuity and discourse change

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Creative and Problem Solving Thinking of Gifted and Talented Young Children Observed Through Classroom Dialogues

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A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

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Identifying productive resources in secondary school students' discourse about energy

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Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom

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Agentic student science engagement: Highlighting open-ended pedagogical structures in a plurilingual classroom

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OKUL ÖNCESİ ÖĞRETMENLERİNİN FEN ÖĞRETİMİ UYGULAMALARININ TEORİK VE PRATİK DOĞASININ KEŞFEDİLMESİ

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Inquiry and Creativity Approaches in Early-Years Science Education

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Imagination and Fantasy: Correlates of Preschoolers’ Science Relevant Inquisitiveness

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Informal science educators engaging preschool-age audiences in science practices

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Informal Science Educators: Understanding Their Goals for Preschool-Aged Audiences

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Young Children's Epistemic Operations and Emergent Argumentation in Inquiry‐Based Discussions: The Role of Teacher Questioning and Collaborative Interactions

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Barns meningsskapande i ett projekt om biologisk mångfald och ekologi Children’s meaning making in biodiversity and ecology

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Preschool educators’ experiences of orchestrating science-play

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Paradigmatic literacy features in children’s argumentation in peer talk

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Expanding Possibilities for the Use of Writing Genres in Early Elementary Science: Investigating First‐Graders’ Multimodal Sequential Explanations

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Promoting 3rd grade pupils’ learning of science knowledge through project-based learning in a Finnish primary school

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Contradictions and roadblocks: a cultural-historical study of educators’ beliefs and practices in the teaching of science concepts to infants and toddlers

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Preschool Educators’ Attempts to Establish Intersubjectivity in Science-Play

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Tackling Science Instruction Through “Science Talks” and Service Learning

Cartwright, T., & Smith, S. L. (2016) · Springer eBooks · doi:10.1007/978-3-319-42430-9_12 · Cited by 2 · see citing works

Rural Primary School Students’ Experiences of a University Science Outreach Programme: Explorations of a Cultural Fit between Students’ Culture and the Chemistry Outreach Programme

Penrice, G. (2016) · Otago University Research Archive (University of Otago) · Cited by 2 · see citing works

Toward a system of gesture–speech relations in elementary science teaching

Zhang, Z., Bowcher, W. L., & Yang, B. (2024) · Journal of Research in Science Teaching · doi:10.1002/tea.21997 · Cited by 1 · see citing works

Entanglements as a lens on learning

Keifert, D. T. (2026) · Cultural Studies of Science Education · doi:10.1007/s11422-026-10280-y · Cited by 1 · see citing works

Tracing Science in the Early Childhood Classroom: The Historicity of Multi-resourced Discourse Practices in Multilingual Interaction

Max, C., Ziegler, G., & Kracheel, M. (2013) · Cultural studies of science education · doi:10.1007/978-94-007-4563-6_7 · Cited by 1 · see citing works

La interacción mediante el habla. Una revisión del discurso en las aulas de ciencias

Quiroga, N. B., Velasco, J. J., Coleoni, E. A., & Buteler, L. (2019) · Revista Electrónica de Investigación en Educación en Ciencias · doi:10.54343/reiec.v14i2.257 · Cited by 1 · see citing works

Emotional Engagement in the Application of Experimental Activities with Young Children

Saucedo, K. R. R., & Pietrocola, M. (2021) · Contributions from science education research · doi:10.1007/978-3-030-74490-8_20 · Cited by 1 · see citing works

La importancia de realizar investigación en ciencias naturales en el nivel preescolar: la biofilia como una oportunidad

Torres‐Contreras, H. (2016) · Revista Enfoques Educacionales · doi:10.5354/0717-3229.2015.43449 · Cited by 1 · see citing works

Coming Together Across Differences: The Uniting Role of Social Justice in Science Education

Siry, C. A., & Yacoubian, H. A. (2023) · Contributions from science education research · doi:10.1007/978-3-031-32225-9_19 · Cited by 1 · see citing works

Exploring young children's science identity authoring in a STEAM-enriched community-based programme. Roots: Ik ben Science!

Smith, T. (2023) · doi:10.33612/diss.700178259 · Cited by 1 · see citing works

Effects of Science Activities connected to Physical Expression on the Four-year-old Children's Creativity

Moon, H.-J. (2015) · 한국가정관리학회지 · doi:10.7466/jkhma.2015.33.1.75

Iann Lundegård är lektor vid Institutionen för naturvetenskapsämnenas didaktik vid Stockholms universitet. Hans forskningsintressen berör framförallt elevers samtal om miljö och hållbar utveckling och ett utbildningsinnehåll som befinner sig i skärningspunkten mellan natur och samhälle. Lundegård är också intresserad av pragmatisk utbildnings - filosofi och hans forskning bidrar till metodutveckling på det området.

Caiman, C., & Lundegård, I. (2015)

Formulating textual tasks based on mathematical expressions in the fourth grade of primary school

Čutura, I., & Vulović, N. R. (2016) · Zbornik Instituta za pedagoska istrazivanja · doi:10.2298/zipi1601106c

”Men det åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel

Bergnell, A., & Åberg‐Bengtsson, L. (2019) · Nordic Studies in Science Education · doi:10.5617/nordina.6376

Collaborative Inquiry in Digital Information Environments

Todd, R. J., & Dadlani, P. (2021) · IASL Annual Conference Proceedings · doi:10.29173/iasl7804

Geometrinen hahmottaminen sosiaalisena, vuorovaikutteisena ja kehollisena toimintana

Jakonen, T., Szabó, T. P., & Fenyvesi, K. (2022) · Kasvatus · doi:10.33348/kvt.107960

Laboratorio de ciencias naturales: una experiencia con estudiantes de educación básica y estudiantes universitarios

Morales-Toyo, M., & Zafra, A. F. (2021) · Educación superior/Educación Superior · doi:10.56918/es.2021.i31.pp47-59

Pragmatism As A Research Paradigm In The Social Study Of Children

Ranjbar, M. (2021) · doi:10.32920/ryerson.14663718.v1

Young Children's Explanations

Donovan, C. A., & Kerch, C. J. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-8262-9.ch003

“And the boat started to roll like this”: preschool children struggling with a bodily-based illustration of stability

Bergnell, A., & Åberg‐Bengtsson, L. (2024) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2024.2308865

Developing the ECSOP : Observing Evidence of Science Learning in Early Childhood

Feille, K. K., Brooks, L., Burrows, S., Fulgham, M., Menard, M., Sanders, C., & Flynn, M. (2025) · School Science and Mathematics · doi:10.1111/ssm.18408

Teachers’ and children’s engagement with science content through digital tools in preschool settings

Stajcic, M. P., & Nilsson, P. (2026) · Research in Science & Technological Education · doi:10.1080/02635143.2026.2657604

In “screams and shouts” and “signs and symbols”: Noticing young children's transformations of embodied knowing in a pre-K STEM + Arts unit

Wargo, J. M. (2026) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2026.101026

Mapping the Intellectual and Conceptual Structure of Early Childhood Science Education: Epistemic Continuity, Thematic Evolution, and Emerging Research Fronts

TOKER, O., Uğraş, H., Uğraş, M., Zourmpakis, A.-I., & Kalogiannakis, M. (2026) · Education Sciences · doi:10.3390/educsci16091570

The role of gesture and materiality in co-constructing mechanistic explanations

Silveira, G. D., & Manz, E. (2026) · Proceedings. · doi:10.22318/icls2026.743735

Institutional Innovation in Culturally Relevant Early Childhood STEM Education: Leadership and Partnerships in the Sakhnin Model

Mualem, R., Bushnaq, S., Asfor, S., Khawaled, E., Jadon, N., Yones, E. M. A., Khuri, A., Ghanaiym, A., Khotaba, E., & Tzuk, N. (2026) · Acta Innovations · doi:10.62441/actainnovations.vi.2834

Talking ideas into being: Reasoning about science phenomena in the elementary classroom.

Max, C. (2013) · Open Repository and Bibliography (University of Luxembourg)

“And? Did We Do Nice Things?” Children Documenting Their Emerging Inquiries in Early Science Learning

Max, C., Siry, C. A., & Kracheel, M. (2015) · Cultural studies of science education · doi:10.1007/978-94-007-4240-6_7 · Cited by 1 · see citing works

When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity

Frejd, J. (2021) · Research in Science Education · doi:10.1007/s11165-019-9822-3 · Cited by 24 · see citing works

Tracing Science in the Early Childhood Classroom: The Historicity of Multi-resourced Discourse Practices in Multilingual Interaction

Max, C., Ziegler, G., & Kracheel, M. (2013) · Cultural studies of science education · doi:10.1007/978-94-007-4563-6_7 · Cited by 1 · see citing works

The importance of conceptually focused teacher‐child interaction in early childhood science learning

Fleer, M. (1995) · International Journal of Science Education · doi:10.1080/0950069950170305 · Cited by 19 · see citing works