Razonamiento de los estudiantes de preescolar sobre los fenómenos físicos

Flores-Camacho, Fernando; Gallegos-Cázares, Leticia; Calderón-Canales, Elena

doi:10.22201/iisue.24486167e.2023.182.61128

Cited by 3 publications

(1 citation statement)

References 45 publications

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“…The approach to the phenomena of the natural world and the related concepts as they are formulated within the context of science education has been an important field of research in early childhood in recent decades. Indeed, research efforts with different origins, such as Early Childhood Education, Science Education, and Psychology, which focuses on the study of learning issues, have created a field of study that in recent years has been identified as Early Childhood Science Education [1][2][3][4]. In this field, a wide range of questions are raised, with one of the most prominent being the processes by which children up to 8 years of age discover and conceptualize natural phenomena.…”

Section: Introductionmentioning

confidence: 99%

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

Charalampopoulou,

Kaliampos,

Lavidas

et al. 2023

Education Sciences

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The aim of the current study is to examine how preschool children overcome their difficulties regarding thermal expansion and contraction and construct in their minds a precursor model; that is, an entity compatible with school knowledge. Having investigated these difficulties through a pretest, a teaching intervention was implemented based on both the telling of a fairy tale and the carrying out of experimental activities. Finally, the changes in children’s thinking were studied with a posttest. The study involved 36 children aged 4–6 years who voluntarily participated in individual semistructured interviews conducted by three researchers in a special kindergarten setting. The results of the study revealed statistically significant progress in children’s responses between pre- and posttests. Furthermore, the finding of almost 1/3 of children’s responses being compatible with school knowledge indicates that (a) it is possible for children of that age to construct a precursor model for thermal expansion and contraction and (b) the combination of storytelling along with experimental activities is probably an appropriate teaching strategy.

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Section: Introductionmentioning

confidence: 99%

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

Charalampopoulou,

Kaliampos,

Lavidas

et al. 2023

Education Sciences

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The transformation of children’s mental representations of 5-6 year olds for coagulation: precursor models through a storytelling approach

Kaliampos,

Ioannou,

Pantidos

et al. 2024

J. Phys.: Conf. Ser.

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The current study presents the results of a qualitative research on the mental representations of children aged 5-6 years regarding the coagulation of everyday materials. Initially, children’s representations on coagulation of butter and chocolate were studied in a pre-test through three different tasks. Subsequently, a teaching intervention was implemented based on a storytelling approach, which is embedded in a socio-constructivist perspective with the aim of establishing a precursor model in children’s thinking about coagulation. Finally, in a post-test, children’s representations after the teaching intervention were studied. The results of the research showed that children have made significant progress in the post-test as the majority of them recognize cooling as a factor in the coagulation of the above materials.

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Does Air Exist in Vases? Mental Representations of Children 4-6 Years Old

Kontili,

Kaliampos,

Ravanis

2023

PEGT

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Introduction. One of the prominent domains of research in the context of Early Childhood Science Education is the study of mental representations of 3-8 years old children about phenomena and concepts of science, as they are formed in school knowledge. Along this line, research has been conducted on various fields. Among them a small number of studies has turned to the concept of air. Basic mental representations of air indicate that young children do not recognize it as a material entity and are strongly influenced in their predictions by factors related to elements of experimental situations. Goal. The current research aims to explore the mental representations of 4-6 year old children about the existence of air in vases. Methods of the Research. The study was qualitative in nature and the sample was 41 children aged 4-6 years (26 children 4-5 years and 15 children 5-6 years). The research was conducted using semi-directed individual interviews. Children were asked, through 6 diverse tasks, to express their view regarding the existence of air in closed and open vases that were located in ‘closed’ or ‘open rooms’ as well as in the outdoor environment. Discussions were based on 6 digital pictures depicted in the tasks. The Results. Our findings showed that rather few responses were consistent with school knowledge. Among them, the fewest sufficient answers were in the tasks that dealt with closed vases. While the differences in responses between closed and open vases were not statistically significant, they were nevertheless systematically recorded. In addition, quite interestingly a substantial number of children regarded open window as an important factor in the existence of air in the vases. In general, children's answers were dominated by pre-logical explanations, instability in responses among different tasks as well as centrations regarding different parts of the pictures. Conclusions. In the current study became evident that the identification of children's difficulties regarding the existence of air in closed vases allows a series of rational choices at multiple levels: in the design of teaching activities, in the formulation of curricula, in the development of educational material and in teacher training. The need to extend the research to other areas related to the conceptualization of air was also highlighted.

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Razonamiento de los estudiantes de preescolar sobre los fenómenos físicos

Cited by 3 publications

References 45 publications

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

The transformation of children’s mental representations of 5-6 year olds for coagulation: precursor models through a storytelling approach

Does Air Exist in Vases? Mental Representations of Children 4-6 Years Old

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