Construction of a Precursor Model for the Concept of Rolling Friction in the Thought of Preschool Age Children: A Socio-cognitive Teaching Intervention

Abstract

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget's theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.

Children's Encounters With Friction as Understood as a Phenomenon of Emerging Science and as “Opportunities for Learning”

“…This systematic way of enhancing children's actions and interactions was discovered to be fruitful for understanding aspects of friction. Further, it created patterns of learning strategies that can be useful for children in other situations (Ravanis et al, 2008). Pramling and Pramling Samuelsson (2001) focused on density as a phenomenon in their study where a 3-year-old and his teacher elaborated ideas about "what floats and what sinks."…”

Teaching activities for the construction of a precursor model in 5- to 6-year-old children's thinking: the case of thermal expansion and contraction of metals

“…All three functions require the use of common reference frameworks, tools and descriptors. However, according to relevant research (Ravanis, Koliopoulos, and Boilevin 2008), it is extremely difficult for the children, during their developmental stages, to become familiar with all the characteristics necessary for these three functions. Indeed, when children approach the natural world, they come up against multiple empirical, cognitive, psychological and logical obstacles.…”

Research in Early Childhood Science Education

“…After the 1990s experimental and quasi-experimental (one-and two-group) designs were used, in order to assess the effectiveness of teaching interventions in terms of learning and concept development (e..g., Christidou et al, 2009 ;Hadzigeorgiou, 2002b ;Hadzigeorgiou, Anastasiou, Konsolas, & Prevezanou, 2009 ;Ravanis et al 2004Ravanis et al , 2008. Cohort studies, and case studies of individual children over a short time sequence were also used (e.g., Tytler, 2000 ;Tytler & Peterson, 2003, 2004a, 2004b.…”

“…Thus, even for seemingly simple concepts like stability, sliding and rolling friction, whose understanding requires the construction of logico-mathematical knowledge of directly observable factors/variables, intervention through socio-cognitive strategies is imperative (e.g., Hadzigeorgiou, 2002b ;Ravanis, Koliopoulos, & Hadzigeorgiou, 2004 ;Ravanis, Koliopoulos, & Boilevin, 2008 ). Thus, even for seemingly simple concepts like stability, sliding and rolling friction, whose understanding requires the construction of logico-mathematical knowledge of directly observable factors/variables, intervention through socio-cognitive strategies is imperative (e.g., Hadzigeorgiou, 2002b ;Ravanis, Koliopoulos, & Hadzigeorgiou, 2004 ;Ravanis, Koliopoulos, & Boilevin, 2008 ).…”