Science Education in Kindergarten: Sociocognitive perspective

Ravanis, Konstantinos; Bagakis, George

doi:10.1080/0966976980060306

Cited by 62 publications

(62 citation statements)

References 12 publications

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“…L'enseignant intervient comme tuteur et/ou me´diateur entre les connaissances et les pratiques scientifiques d'une part et, d'autre part, les proble`mes de la pense´e repre´sentative du jeune enfant (Inagaki 1992;Coquide-Cantor et Giordan 1997;Ravanis et Bagakis 1998).…”

Section: Les Axes The´oriques D'un Cadre Sociocognitifunclassified

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Les Sciences Physiques À L’école Maternelle: Un Cadre Sociocognitif Pour La Construction Des Connaissances ET/OU LE Développement Des Activités Didactiques

Ravanis

2005

Int Rev Educ

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Re´sume´-Cet article pre´sente un cadre the´orique sociocognitif consacre´a`l'e´tude de la construction des connaissances des phe´nome`nes physiques chez les enfants d'aˆge pre´scolaire ainsi qu'au de´veloppement des activite´s scientifiques a`l'e´cole maternelle. Ce cadre se compose d'une articulation des e´le´ments the´oriques produits par les the´o-ries de l'interactionnisme social, de la psychologie sociale du de´veloppement et du fonctionnement cognitif, et par les re´sultats de la recherche en didactique des sciences physiques qui, en ge´ne´ral, reconnaissent l'importance et le roˆle fondamental de l'interaction sociale dans le de´veloppement d'ope´rations cognitives et d'apprentissages. Cet article pre´sente e´galement quelques-uns des re´sultats les plus significatifs des recherches effectue´es sur diffe´rents aspects de l'approche choisie. La discussion de ces re´sul-tats peut conduire a`rendre claire l'hypothe`se selon laquelle tant la construction des connaissances des phe´nome`nes physiques que la cre´ation d'activite´s scolaires sont ne´cessaires et efficaces a`l'aˆge pre´scolaire.Abstract -NATURAL SCIENCES IN KINDERGARTEN: A SOCIO-COGNI-TIVE FRAMEWORK FOR LEARNING AND TEACHING -The present study presents a socio-cognitive framework for the construction of the scientific knowledge of natural phenomena among pre-school children and for the development of science activities at kindergarten. It involves elements from theories of social interaction; social psychology of development and cognitive functioning; and research in naturalscience teaching methods which acknowledge the importance and fundamental role of social interaction in the development of cognitive operations and learning. The study also presents some of the more significant results of the research carried out on different aspects of this topic. The discussion unfolded here supports the hypothesis that the construction of natural-scientific knowledge at the pre-school age and corresponding scholastic activities are necessary and effective. Zusammenfassung -NATURWISSENSCHAFTEN IM KINDERGARTEN: EIN SOZIO-KOGNITIVER RAHMEN FÜ R LERNEN UND LEHREN -Die vorliegende Studie legt einen sozio-kognitiven Rahmen fu¨r die Herausbildung naturwissenschaftlichen Wissens von Vorschulkindern und fu¨r die Entwicklung wissenschaftlicher Aktivita¨ten im Kindergarten vor. Sie bezieht Elemente aus Theorien der gesellschaftlichen Interaktion ein, der Sozialpsychologie von Entwicklung und kognitiver Funktion sowie der Erforschung der Lehrmethoden in der Naturwissenschaft, welche die Bedeutung und grundlegende Rolle der gesellschaftlichen Interaktion in der Entwicklung kognitiver Operationen und des Lernens feststellen. Die Studie International Review of Education (2005) 51:201-218 Ó Springer 2005

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Section: Les Axes The´oriques D'un Cadre Sociocognitifunclassified

“…Cette taxinomie classifie les caracte´ristiques ge´ne´rales des approches « empiristes », « piage´-tiennes » et « sociocognitives » (Ravanis 1994(Ravanis , 1996Ravanis et Bagakis 1998). La strate´gie sociocognitive constitue le cadre le plus fe´cond pour l'initiation du petit enfant aux connaissances scientifiques.…”

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Les Sciences Physiques À L’école Maternelle: Un Cadre Sociocognitif Pour La Construction Des Connaissances ET/OU LE Développement Des Activités Didactiques

Ravanis

2005

Int Rev Educ

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“…Substantial empirical studies have been conducted on how young children's, aged 4 to 8 years old, explore concepts and phenomena from the natural world, how they develop scientific thinking and understanding and how reinforcing educational practices can be developed. Based on discrete theoretical traditions of children's learning and development, three basic models of research have commonly been used in the field [46]; a) approaches based on empiricist ideas [9], b) approaches arising from the piagetian paradigm [48] and c) approaches combining both post-piagetian and vygotskian views of learning in a socio-cognitive perspective [47].…”

Section: Reinforcing Early Childhood Science Education Research Throumentioning

confidence: 99%

Genetic Research Methodology Meets Early Childhood Science Education Research: A Cultural-Historical Study of Child’s Scientific Thinking Development

Fragkiadaki

Ravanis

2016

Cultural-Historical Psychology

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The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children's scientific thinking development constitutes a research priority for the study. From a wide range of collected data, in the present article one qualitative empirical case study is presented. The detailed single example that is analyzed refers to a kindergarten female student, aged 5.2 years old, from an urban area of Greece. A developmental research methodology as specified from the requirements of cultural-historical theory framework is used. Following four of the main principles of the experimental genetic method, this study creates a fecund ground for a cultural-historical exploration and interpretation of the very processes of the child's development. The collection of the data was achieved through expanded, open-type conversations conducted at three concrete phases between the case study child, two of her peers and the educator. Drawing upon the system of theoretical concepts of culturalhistorical theory the analysis is mainly based on the concept of perezhivanie as analytical tool as well as the concept of the developmental trajectories. The concept of the conceptualization of a precursor model as a theoretical tool that derives from the field of Science Education is also used. The analysis gives insights into how a certain social situation between children and educators in kindergarten settings becomes the unique social situation of a child's development. Using as a base the dialectic perspective that Vygotsky posed in the analysis of human psyche, the study in this paper offers a creative insight in order to elaborate on a broad and dynamic understanding of the child's development instead of an individualistic and static interpretation on her cognitive evolution. This cultural-historical reading is essential in capturing the child's thinking in all its complexity as well as the uniqueness of the child. Summarizing the above, in this paper, new directions are laid for a more fruitful and dynamic support of young children's learning and development in science through cultural-based educational practices and settings in kindergarten.

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“…Prior research has looked at both the importance of frequent opportunities of students to experience early formal science education (Driver et al, 1994;Ravanis & Bagakis, 1998;French, 2004;Gelman & Brenneman, 2004;Rahayu & Tytler, 1999;Tytler & Peterson, 2003) as well as the differences in science achievement across gender, different races and ethnic groups, and SES (Lee & Buxton, 2008;Spelke, 2005;Iverson & Walberg, 2002) An additional result from the unconditional model described the relationship between the starting point and the growth rate in science IRT scale scores. This relationship was found to be negative.…”

Section: Summary Of Findingsmentioning

confidence: 99%

“…First, many of the articles or studies presented here utilized small sample sizes, which limit the generalizability of the results. In many cases, the sample size consisted of a few students or a single class (e.g., Thomas, 1999;Tytler & Peterson, 2003;Ravanis & Bagakis, 1998). Studies like those conducted by Hadden and Johnstone (1982;1983) looked at international student populations that have culturally unique experiences and are, again, limited in generalizability.…”

Section: Limitations Of Existing Researchmentioning

confidence: 99%

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

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Science Education in Kindergarten: Sociocognitive perspective

Cited by 62 publications

References 12 publications

Les Sciences Physiques À L’école Maternelle: Un Cadre Sociocognitif Pour La Construction Des Connaissances ET/OU LE Développement Des Activités Didactiques

Les Sciences Physiques À L’école Maternelle: Un Cadre Sociocognitif Pour La Construction Des Connaissances ET/OU LE Développement Des Activités Didactiques

Genetic Research Methodology Meets Early Childhood Science Education Research: A Cultural-Historical Study of Child’s Scientific Thinking Development

Frequency, Duration, and Time Devoted to Elementary Science Instruction and the Association with Science Achievement and Science Interest

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