Rethinking Precursor Models in Early Childhood Science Education: reflections, tensions, and future directions

MARIA KAMBOURI

Abstract

The concept of precursor models has gained increasing attention in early childhood science education as a means of bridging young children’s initial mental representations with formal scientific knowledge. This paper offers a reflective and critical reading of the precursor model, drawing on empirical research across early childhood and beyond. Building on studies of children’s understanding of physical phenomena, particularly water state changes, as well as recent work on adolescents’ alternative ideas in inclusive contexts, the paper explores the epistemological status, pedagogical value, and limitations of precursor models. It is argued that precursor models can be understood as part of a broader constructivist framework concerned with the transformation of learners’ alternative ideas across developmental stages and diverse learner populations. The paper concludes by proposing key directions for future research, including the extension of precursor model approaches to inclusive and interdisciplinary contexts.

Keywords

Precursor Models, Early Childhood Science Education, natural sciences, reflective and critical approaches

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References

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DOI: https://doi.org/10.26220/mje.5627

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood Education - University of Patras.

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