“The sun is sleeping now”: Early learning about light and shadows

Segal, Gilda; Cosgrove, Mark

doi:10.1007/bf02357071

Cited by 23 publications

(17 citation statements)

References 9 publications

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“…The results showed that students believed that shadows exist in the dark [2] or in the object [4,5]. They also thought that shadows were substantial, so students believe that shadows could be controlled or eliminated independently [2,6].…”

Section: Introductionmentioning

confidence: 91%

“…They also thought that shadows were substantial, so students believe that shadows could be controlled or eliminated independently [2,6]. Younger learners would even impersonate them [4]. Furthermore, they recognized light as a cause for being able to see a shadow [2,4,6] or expressed that there might be light in the shadow, because they could not understand the relationship between the diffusion of light and the formation of shadow [7].…”

Section: Introductionmentioning

confidence: 99%

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Eye Movement When Solving Light and Shadow Problems

Kim¹,

Ilho²,

Ha³

et al. 2016

IJUNESST

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Section: Introductionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Eye Movement When Solving Light and Shadow Problems

Kim¹,

Ilho²,

Ha³

et al. 2016

IJUNESST

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show abstract

“…A study of young children's learning about light and shadows argues that learning activities should be arranged so that they are perceived as play, as this invites children to explore, discuss, and investigate science in a natural context (Segal & Cosgrove, 1993). The use of play and imagination can arguably support the development of young children's understanding of abstract scientific phenomena (Fleer, 2008(Fleer, , 2013).…”

Section: Young Children Learning About Sciencementioning

confidence: 99%

“…Based on a study of children's perception of a rainbow, Siry and Kremer (2011) argue that anyone who works with pre-schoolers and science should take into account not only that children learn from and with each other but also the complexity of children's ideas; consequently, they emphasize that young children need support in drawing attention to, identifying, re-evaluating, and expanding their initial understandings and explanations of scientific concepts and processes (see also Christidou & Hatzinikita, 2006;Helldén, 2005;Segal & Cosgrove, 1993).…”

Section: Young Children Learning About Sciencementioning

confidence: 99%

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

Lindstrand¹,

Hansson²,

Olsson³

et al. 2016

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The purpose of the project was to explore how a learning study (LS) based on variation theory could support the development of playful physics learning in early childhood education. The study explored what patterns of variation used during a three-cycle LS challenged and developed children's ways of discerning why a shadow occurred. The empirical material comprised a screening (n = 7), three video-documented interventions, and 78 individual pre-and post-test interviews (n = 39) at 4 -5 years old. Three somewhat different patterns of variation were implemented within a playful frame in the three groups. The results indicate low and non/significant improvements in cycle A, somewhat higher and significant improvements in cycle B, and substantially higher and significant improvements in cycle C. The study indicates a promising ability to combine a playful approach with the variation theory perspective to stimulate children's understanding of a quite advanced scientific phenomenon. The careful process of identifying potential critical aspects, the awareness of the relationship between the whole and its parts, and the concretization of simultaneity are discussed as key aspects of these findings.

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“…Erken çocukluk döneminde, çocukların bu kavramlarla ilgili neler düşündüklerinin, gözlemledikleri olaylarla ilgili ne tür ilişkilendirmeler yaptıklarının, gördükleri olaylara nasıl anlamlar yüklediklerinin anlaşılması kavram gelişiminin nasıl gerçekleştiğinin anlaşılması açısından oldukça önemlidir. Okul öncesinde yapılan kavram gelişimiyle ilgili çalışmalar incelendiğinde, bitkiler (Christidou ve Hatzinikita, 2006), canlılar (Backscheider, Gelman ve Shatz, 1993;Chalufour ve Worth, 2006;Zogza ve Papamichael, 2000;Bahar, Cihangir ve Gözün, 2008), ışık (Ravanis, Christidou ve Hatzinikita, 2013;Segal ve Cosgrove, 1993), çevre (Taşkın ve Şahin, 2008), elektrik (Solomonidou ve Kakana, 2000), manyetizma (Ravanis, 1994;Christidou, Kazela, Kakana ve Valakosta, 2009), yüzme batma (Elmalı ve Laçin-Şimşek, 2017); gece gündüz (Saçkes, Smith ve Trundle, 2016); bulut, yağmur ve gökkuşağı (Kikas, 2010) gibi kavramların çalışıldığı görülmüştür.…”

Section: Introductionunclassified

Okulöncesi Dönemdeki Çocuklar Uzay Hakkında Neler Biliyor?

Küçük¹,

Şimşek²

2017

Sakarya University Journal of Education

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Öz. Çocukluk çağı, özellikle okul öncesi dönem, insanların en meraklı, öğrenmeye en istekli oldukları dönemdir. Çocuklar, etraflarında olan her şeyi gözlemlemeye, keşfetmeye ve onlara anlam yüklemeye çalışırlar. Bu Abstract. Childhood, especially preschool period, is the period in which people are the most cruious and the most willing to learn something. Children try to observe, explore and make sense of all things around them. The subject of this study is one of the subjects that kids are the most curious about; the space and trying to understand what kids think about it. This is a phenomenological study. It was carried out at a private kindergarten in Sakarya, with the kids of 5 (48-66 months) years old age group. 9 kids participated to the study. The data was collected with focus group interview. The questions of interview were prepared as semi-structured. As a result of interviews, it was observed that children wonder about space so much and they define it as a huge emptiness. The children stated that there are sun, moon, earth, stars and planets in the space. Although they are just preschool kids, there are some kids who know that the earth is round, the sun is a star, names of the planets. These findings show that familys' attention is vey important at conceptual development.

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“The sun is sleeping now”: Early learning about light and shadows

Cited by 23 publications

References 9 publications

Eye Movement When Solving Light and Shadow Problems

Eye Movement When Solving Light and Shadow Problems

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

Okulöncesi Dönemdeki Çocuklar Uzay Hakkında Neler Biliyor?

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