Is direct experience enough? A study of young children’s views of sounds

Abstract

Direct or hands-on experiences are considered by many to be the essential conditions for acquiring new concepts or understandings. But are these experiences enough? h7 this study with ll5 five and six year old children, the effect of direct experiences with sounds that vary #1 loudness and pitch were contrasted with the effect of adding apt instructional experience #1 which children were involved in conversations and demonstrations about volume and pitch differences in sounds.Using a pretest-treatment-post test design, children first identified sound~ that were louder or sofiel, higher or lower than given sounds and then made sounds that were different, hfitially all students had no problem with making louder or softer sounds. Most did not distingTdsh pitch from vohtme, however No evidence was found that children were helped to distinguish differences in pitch after opportunities to make predictions and explanations as part of direct experiences in manipulating objects or after a television-based experience with sounds.

“Young Noise Researchers”: An Intervention to Promote Noise Awareness in Preschool Children

“…ReseaRCheRs": an inteRvention to pRomote noise awaReness in pResChool ChildRen ISSN 1648-3898 This overarching principle can be served by providing children with context-based learning experiences, including investigation of simple research questions; collecting, analysing and organizing observations and measurements in different forms of representations; using reflective classroom discussions with teachers posing scaffolding questions to prompt pupils' ideas. Teachers can also encourage students to meaningfully interpret the outcomes of the activities, formulate conclusions and communicate them to the school community (Ainsworth, 2008;Butts et al, 1994;Gilbert, 2006;Houle & Barnett, 2008;Pruneau, Richard, Langis, Albert, & Cormier, 2005). In this sense, context-based teaching interventions often adopt a socio-cognitive approach for learning emphasizing the identification and juxtaposition of different -often contrasting-conceptions and their experimental investigation which could trigger socio-cognitive conflict (Gilbert, 2006;Pruneau et al, 2005;Ravanis & Bagakis, 1998).…”

An Evaluation of Educational Practices Concerning Noise Level and Noise Control in Nursery School: An Action Research

“…Ses ve gürültü kirliliği üzerine araştırmalar sınırlı sayıdadır (Akman, Ketenoğlu, Evren, Kurt ve Düzenli, 2000;Güney, 1998;Houle ve Barnett, 2008;Yücel ve Altunkasa, 1999). Ses konusunda yapılan deneysel çalışmalar daha çok sesin oluşumu, yayılması ve sesin fiziksel özelliklerinin kavranmasına yöneliktir (Butts, Hofman ve Anderson, 1994;Driver, Squires, Rushworth ve Wood-Robinson, 1994;Eshach, 2014;Hernandez, Couso ve Pinto, 2012;Huang, 2009;Houle ve Barnett, 2008;Lautrey ve Mazens, 2004;Sozen ve Bolat, 2011). Tüm bu araştırmaların sonuçları öğrencilerin okula ses ile ilgili çok çeşitli deneyimler ile gelmelerine rağmen, sesin özelliklerini yeterli düzeyde kavrayamadıkları yönündedir.…”

The Impact of a Construction Play on 5- to 6-Year-Old Children’s Reasoning About Stability

“…Research suggests that children show more explorative behaviors when an adult takes a passive role (Bonawitz et al, 2011). In contrast, studies indicate that children's unguided explorations might not be sufficient to encounter the learning objective (Butts et al, 1994;Chen and Klahr, 1999;Klahr and Nigam, 2004;Sarama and Clements, 2009). In the stability example, children might rebuild the construction inappropriately and thus might witness incorrect evidence or imperfect covariation.…”