Student Knowledge About the Water Cycle and Its Change in Different Interest Groups

Malleus, Elina; Kikas, Eve

doi:10.20849/jed.v3i1.564

Cited by 4 publications

(7 citation statements)

References 41 publications

(86 reference statements)

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“…When children were asked to provide an answer to these problems, the answers included everyday experiences. Similarly, a recurrent finding was that objects stopped existing when children's visible connections with them were obstructed [12]. In all these examples, the concrete content of immediate senses and impressions was shown to be the basis for children's description of the process.…”

Section: Intuitive Conceptions and Modelsmentioning

confidence: 90%

“…One example of a subject-specific learning progression was provided by Malleus and Kikas [12], who performed a teaching intervention concerning the water cycle and found in their analysis the three categories: everyday knowledge (a combination of visual and perceptual knowledge), synthetic knowledge (a combination of everyday knowledge with scientific knowledge), and scientific knowledge. Their results also showed that the change caused by the intervention was mainly an accumulation of new synthetic concepts.…”

Section: Previous Research On Children's Learning Progressionsmentioning

confidence: 99%

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An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

Christodoulakis,

Adbo

2024

Education Sciences

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The aim of the study was to explore children’s learning of natural science, and the authors chose a literature review as the means to achieve this aim. As the research into children’s emerging science is fragmented into many different theoretical perspectives and many kinds of studies are included, research results deriving from the field can be difficult to summarize. To resolve this issue, Vosniadou’s framework theory was used as the tool for data analysis. Results show emergence as a dynamic interaction between intuitive and counter-intuitive concepts leading to synthetic and scientific models in combination with developing epistemological and ontological skills. The accumulation of synthetic concepts seems to be the most common result of early formal educational input. Both intuitive and synthetic models are predecessors for scientific concepts and models, and these models as such are very important for emerging science. The conclusions suggest that diverse science experiences should bring about more synthetic models. This subsequently creates a wider basis for further development. Another important factor of emergence is the development of children’s epistemic skills and ontological shifts. Research results suggest that it is important for teachers to support children’s epistemic and ontological skills. Enhancing children’s understanding about causality and ontology is an important step towards developing formal concepts of science.

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Section: Intuitive Conceptions and Modelsmentioning

confidence: 90%

Section: Previous Research On Children's Learning Progressionsmentioning

confidence: 99%

An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

Christodoulakis,

Adbo

2024

Education Sciences

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“…Exploring a socio-economical environmental problem through the inquiry phases exposes students to a situation where they have to make use of their everyday knowledge to form hypotheses and then through collecting, analyzing, and interpreting their collected data has a potential to direct students to use a more specific and scientific vocabulary and form synthetic or scientific understanding of the phenomenon. On the other hand, it must be noted here that there is a chance that students may acquire scientific-like descriptions by using scientific vocabulary about the phenomenon without real comprehension [63].…”

Section: From Everyday Knowledge To Scientific Understandingmentioning

confidence: 96%

“…Scientific knowledge means describing the phenomenon with accurate, abstract scientific vocabulary. According to Malleus and Kikas [63], synthetic knowledge can emerge as a consequence of (1) simplifying and/or integrating scientific information to match with daily experiences or (2) using scientific information bits without correct integration. Referring to Tytler [64], Malleus and Kikas [63] claim that for scientific understanding to form, there is a need for engaging students in learning designs, which emphasizes conceptual change.…”

Section: From Everyday Knowledge To Scientific Understandingmentioning

confidence: 99%

Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings

Väljataga

Mettis

2022

Sustainability

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Science education enhances students’ scientific literacy in order to interact with the world responsibly and contribute to democratic and informed decision-making. The emergence of place-responsive pedagogy and mobile technology with a variety of affordances has refocused attention on students’ direct embodied experience. P-responsive pedagogy combined with mobile technologies provides numerous opportunities for investigating, across contexts, everyday socio-economical environmental problems inherent to a particular location. Forming an evidence-based decision on socio-economical environmental real-life problems requires a more in depth understanding of natural processes than just making use of everyday knowledge that is based on perceptions and direct observations. Therefore, this paper aims to explore the secondary education students’ (a) awareness and understanding about a timely socio-environmental challenge, (b) development of the scientific vocabulary, (c) scaffolding needs during the mobile outdoor collaborative inquiry-based learning event. To fulfill the aims, action research with an experimental technology-enhanced collaborative inquiry learning design was created to investigate students’ knowledge gain and scaffolding needs. Three interventions with a total of 68 secondary education students (age 14–15) were conducted. Both quantitative and qualitative data were collected and analyzed. The results demonstrate the change in students’ opinions about the complex socio-economical environmental challenge and transformation from everyday concepts to more scientific knowledge, and their need for conceptual and procedural scaffolding. This paper adds new insights on how to utilize non-gamified use of mobile technology to empower secondary students’ scientific literacy and understanding in authentic settings.

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“…Siklus hidrologi adalah suatu fenomena lengkap yang terdiri dari beberapa sub proses yang tidak dapat langsung dilihat dengan mata, dan sulit dipahami (Malleus & Kikas, 2019). Materi siklus hidrologi bersifat abstrak dan menantang untuk dipahami oleh siswa sebab terdapat berbagai tahapan yang terjadi dalam siklus hidrologi yang tidak bisa dilihat secara langsung oleh indera manusia.…”

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Pengembangan Media Diosidro (Diorama Siklus Hidrologi) pada Mata Pelajaran IPA Kelas V SDN 272 Wadeng

Kusniawati

Subayani²

2023

joe

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This study aims to develop diosidro learning media by identifying the feasibility of learning media through validity, responsiveness, and effectiveness. This research is research and development, through the ADDIE model which consists of analysis, design, development, implementation, evaluation. The analysis stage is carried out by identifying the needs for developing hydrological cycle diorama media through interviews and observations. The design stage by designing the framework and diosidro prototype. The develop stage is by compiling diosodro media according to the design and validating the media to 2 experts, namely material experts and media experts. The validation results of the material expert 1 obtained a score of 93.3%, the material expert 2 obtained a score of 85%, the media expert 1 obtained a score of 90%, and the validation of the media expert 2 obtained a score of 95% with a very valid category. The media is implemented in one class of 25 students with a learning achievement test obtaining a score of 84% in the complete category. And the results of the student response questionnaire obtained a score of 86.5% in the very good category. Diosidro media can be said to be feasible after media validation and can be said to be effective after conducting trials.

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Student Knowledge About the Water Cycle and Its Change in Different Interest Groups

Cited by 4 publications

References 41 publications

An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

An Analysis of the Development of Preschoolers’ Natural Science Concepts from the Perspective of Framework Theory

Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings

Pengembangan Media Diosidro (Diorama Siklus Hidrologi) pada Mata Pelajaran IPA Kelas V SDN 272 Wadeng

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