An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

Abstract

In the last decades, constructivism has dominated Early Childhood Science Education. Within this context, alternative ideas of pre-school pupils have been thoroughly explored and analyzed. Nevertheless, research on these ideas in individuals with learning difficulties remains scarce. Aiming to fill this gap, the present study explores alternative ideas on thermal phenomena of pupils with learning difficulties and compare them with those without learning difficulties. For this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties ( M = 72,50 months, s.d. = 8,11) and 25 pupils without learning difficulties ( M = 72,50 months, s.d. = 9,50). Drawing from constructivist theory, a structured, computerized tool (A.I.H.E.T) was developed to fulfill research’s goal. Findings suggest that pupils with and without learning difficulties use almost the same ideas on thermal phenomena, on a different frequency though. The results support further the findings of other research, according to which inclusive science education not only is feasible but also it has great benefits for students with and without learning difficulties. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-022-00603-5.

An investigation on mental representations on coagulation and melting phenomena of preschool pupils with learning disabilities and typical development

“…That is, students with special needs and particularly those with learning difficulties, can be taught thermal phenomena of melting and coagulation in mainstream classrooms and succeed in learning those phenomena as soon as appropriate teaching strategies been implemented in the teaching process. Our finding supports the literature that advocates the positive impact of inclusion in teaching and learning science to students that lie in the special needs spectrum [29,30].…”

Thermal Concepts and Phenomena in Early Chidhood Science Education: A Literature Review

“…Finally, differences in their ideas about heat conduction were found in familiar and unfamiliar materials used by children. The same results were obtained by Katsidima et al (2023), who studied how children aged 4-9-years-old with and without learning disabilities approach the phenomenon of thermal conductivity in objects. Similar results with familiar objects are obtained by Paños et al (2021).…”

“…Discussions with the children showed that a significant number of preschool children are able to take advantage of their engagement in the different phases of the teaching-experimental process and to construct a stable precursor model for expansion and contraction., i.e., a model compatible with the model used in the school-level Science models (Βoilevin et al, 2022). In another study with children aged 4-7-years-old with and without learning disabilities, regarding the extension and contraction of metal objects, a notable percentage of the sample predicted that a metal sphere would not pass through a ring and a metal tube will be elongated after being heated, even though no mention was made of any kind of expansion (Katsidima et al, 2023).…”

Éducation Et Formation Avec Et Sans L’école : Réflexions Sur l'EXEMPLE De La Sciences Physiques / Education and Training With and Without School: Reflections on the Example of the Physical Sciences / Education and Training With and Without School: Reflections on the Example of the Physical Sciences

“…(Albert, 1978;Bayram et al, 2007;Kaliampos & Ravanis, 2019;Laval, 1985;Leite, 1999;Nertivich, 2018;Pathare & Pradhan, 2010;Priyadi et al, 2019;Ravanis, 2014;Rodriguez & Castro, 2014;Tin, 2018Tin, , 2019Tin, , 2022Zimmermann-Asta, 1990). Parmi ces enquêtes, très peu sont orientées vers des problèmes liés à la vie quotidienne (Fragkiadaki et al, 2021;Katsidima et al, 2023;Ravanis, 2013), et c'est précisément le problème identifié dans le débat qui l'a précédé. Cette forme d'éducation a une orientation au sein du système éducatif : acquisition de connaissances, amélioration des performances, passage d'un niveau d'enseignement à un autre.…”