Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity

Åkerblom, Annika; Součková, Daniela; Pramling, Niklas

doi:10.1007/s11422-018-9894-9

Cited by 16 publications

(10 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Among these problems are deforestation, climate change [2], the disappearance of species, and water scarcity and pollution, which affect our social development and our lives [3]. Currently, the most powerful tool we have to mitigate all this is Environmental Education [4]. If we specifically analyze the formation of students in relation to water, which is a necessary resource for life and social progress [5], we must propose actions that lead to reflection on the origin of this resource [6], those responsible for it and the actions that influence it, and the acquisition of skills that allow us to establish and develop solutions to this resource [7].…”

Section: Introductionmentioning

confidence: 99%

Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

View full text Add to dashboard Cite

Water literacy has become a fundamental aspect in today’s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Flipped Learning Approach as Educational Innovation in Water Literacy

Moreno-Guerrero

Rodríguez

Belmonte

et al. 2020

Water

View full text Add to dashboard Cite

show abstract

“…An exemplar paradigm is the embodied activities pointed out by Karlsson [31] that were successfully used to activate preschool pupils' bodies in a way that helped them to conceptualize the notion of evaporation. In addition, the drama activities stated by Akerblom et al [32] that were employed to teach the state of water and its molecular nature to pupils aged 6 years old. Finally, the dramatic activities about thermal insulation pointed out by Fragkiadaki et al [33] and Jelinek [34] that clearly highlighted the contribution of the social, cultural, and material environment in the development of the scientific thinking of children.…”

Section: Discussionmentioning

confidence: 99%

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

Katsidima,

Kaliampos,

Ravanis

2023

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

The aim of the present study is to investigate the mental representations regarding the coagulation and melting phenomena of preschool pupils with learning disabilities. In addition, to compare them with the corresponding representations of typically developing children. By so doing, it aspires to shed light to the feasibility of implementing inclusion into teaching science. To fulfil this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties (M=72.50 months, s.d.=8.11) and 25 pupils with typical development (M=72.50 months, s.d.=9.50). Pupils were selected with convenience sampling while interviews were recorded and transcribed. According to data analysis, pupils’ responses were classified into three distinct levels: sufficient, intermediate and insufficient in terms of school knowledge. Drawing from constructivism theory a digital tool called M.R.H.E.T (Mental Representations Heat Exploration Tool) was developed to fulfill research’s goal. A part of this tool is used for the present study. Findings suggest that preschools pupils with learning difficulties use almost the same ideas on thermal phenomena with those used by preschool pupils with typical development, on a different frequency though. This inevitably reinforces the academic belief of inclusive education for pupils with learning disabilities in teaching science.

show abstract

“…It was also motivating to learners. Åkerblom et al (2019) explored how dramatising science made complex science domains, like chemistry, more accessible to preschool children. And Mutlu (2021) examined how fifth graders engaged in inquiry‐driven dramatisation that supported both science learning and social objectives (e.g., empathy and social responsibility).…”

Section: Literature Review: Children's Multimodal Composing In Sciencementioning

confidence: 99%

‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science

Woodard,

Diaz,

Phillips

et al. 2024

Literacy

View full text Add to dashboard Cite

A team of literacy, science, and theatre educators have been working to engage children in an urban public school system in the United States through embodied performances, where students embody and dramatise science ideas. This study focuses on one fourth‐grade classroom when instruction was done remotely due to Covid‐19. Children in the class were asked to compose videos of themselves acting out and/or exploring science phenomena and concepts, and we analysed the affordances of these multimodal compositions. We situate the need for this study in claims from the Next Generation Science Standards that literacy skills are necessary to build and communicate science knowledge. In doing so, we center social semiotics perspectives that conceive of composition broadly as production‐oriented processes drawing from various semiotic resources. The multimodal compositions in Mr. M's science class included both primarily embodied compositions and primarily digital compositions, and we elaborate on one focal example of each in the findings. Intertwined affordances of the focal children and their classmates' multimodal science compositions include opportunities to creatively engage with and negotiate science ideas, to draw from personal and social knowledge during meaning‐making, and to intentionally make rhetorical choices.

show abstract

Preschool children’s conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity

Cited by 16 publications

References 16 publications

Flipped Learning Approach as Educational Innovation in Water Literacy

Flipped Learning Approach as Educational Innovation in Water Literacy

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

‘Be Creative and Have Fun’: elementary‐aged children's digital and embodied composing in science

Contact Info

Product

Resources

About