Exploring the value of ‘horizontal’ learning in early years science classrooms

Bronwen Cowie, Kathrin Otrel-Cass

Research output: Contribution to journalJournal articleResearchpeer-review

15 Citations (Scopus)

Abstract

In contrast to a focus on vertical learning experiences where the emphasis is on progression up a scale of complexity, this article explores the value of horizontal learning experiences. These aim to provide learners with a variety of opportunities and spaces to participate, thereby expanding the entry points for them into school science. The process of horizontal learning is illustrated using data generated within a new-entrant (children aged five) classroom. The findings show that young children can engage with and develop proficiency with sophisticated science ideas when teachers provide a variety of multimodal learning opportunities that expand on their existing and developing ideas and experiences. It is argued that the provision of horizontal learning experiences is worthy of consideration in science education where student interest in science is known to decline over the school years.
Original languageEnglish
JournalEarly Years
Volume31
Issue number3
Pages (from-to)285-295
ISSN0957-5146
Publication statusPublished - 2011
Externally publishedYes

Fingerprint

Dive into the research topics of 'Exploring the value of ‘horizontal’ learning in early years science classrooms'. Together they form a unique fingerprint.

Cite this