Science Teaching to Young Children

Teaching Derived Relational Responding to Young Children

Although it employs a relatively small array of behavioral concepts and processes, Relational Frame Theory provides an account of how some of the most complex verbal events can be understood behaviorally and may be established systematically. In the current paper, the findings from a research agenda that has clear and widespread implications for educational practice are summarized. This excitin...

Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills

Teaching Science to Elementary School Deaf Children in Brazil

Discussions related to teaching deaf students in Brazil are mainly focused on language problems, and only a few address other issues, for example, teaching science for this group. During the observation of the recurrent successful results obtained by the experimental methodology used in science short courses for secondary school Deaf pupils, performed by the Deaf Project—UFRJ, the possibility o...

Teaching children the structure of science

Maps of the world are common in classroom settings. They are used to teach the juxtaposition of natural and political functions, mineral resources, political, cultural and geographical boundaries; occurrences of processes such as tectonic drift; spreading of epidemics; and weather forecasts, among others. Recent work in scientometrics aims to create a map of science encompassing our collective ...

Teaching spontaneous responses to young children with autism.

Using a multiple probe design across responses, we demonstrated the effectiveness of intensive intervention in establishing spontaneous verbal responses to 2 3-year-old children with autism with generalization to novel settings involving novel persons. Intervention involved discrete-trial instruction (i.e., repeated instructional opportunities presented in close proximity to high rates of reinf...