| Date: |
2018 |
| Abstract: |
This article is grounded in the premise that educators of out-of-school activities ought to build environments in which children can enjoy science and have positive experiences. The idea is backed by a broad consensus on learning science in early childhood. However, how can it be validated that a child really has had a positive experience in a given activity? What evidence would allow us to confirm that an educational proposal has truly been experienced in a positive way? The article addresses these questions through a specific case analysis of the activity 'Can I touch?', offered by the Natural Science Museum of Barcelona for children aged 2 to 6. The analysis identifies three areas to validate children benefiting from a particular experience in a positive way, and leads to the identification of operational factors relevant for the design and creation of new proposals. |
| Rights: |
Aquest material està protegit per drets d'autor i/o drets afins. Podeu utilitzar aquest material en funció del que permet la legislació de drets d'autor i drets afins d'aplicació al vostre cas. Per a d'altres usos heu d'obtenir permís del(s) titular(s) de drets.  |
| Language: |
Anglès |
| Document: |
Article ; recerca ; Versió publicada |
| Subject: |
Science education ;
Childhood education ;
Free choice learning ;
Out-of-school learning ;
Learning environments |
| Published in: |
Journal of Emergent Science (JES), Núm. 14 (2017/2018) , p. 6-15, ISSN 2046-4754 |
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