Children’s Astronomy. Development of the Shape of the Earth Concept in Polish Children between 5 and 10 Years of Age

Abstract

The Earth’s shape concept develops as consecutive cognitive problems (e.g., the location of people and trees on the spherical Earth) are gradually resolved. Establishing the order of problem solving may be important for the organisation of teaching situations. This study attempted to determine the sequence of problems to be resolved based on tasks included in the EARTH2 test. The study covered a group of 444 children between 5 and 10 years of age. It captured the order in which children solve cognitive problems on the way to constructing a science-like concept. The test results were compared with previous studies. The importance of cultural influences connected to significant differences (24%) in test results was emphasised. Attention was drawn to the problem of the consistency of the mental model approach highlighted in the literature. The analysis of the individual sets of answers provided a high level of consistency of indications referring to the same model (36%), emphasising the importance of the concept of mental models.

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

“…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.…”

Approaches to Foster Young Children’s Engagement with Climate Action: A Scoping Review

“…In fact, there is a tendency to conduct research examining the processes of concept formation about climate change, and empirical research focussing on an understanding of how such concepts can be translated into action is still required. Here, parallels between empirical research exploring how young children develop a variety of scientific concepts ranging from astronomy [51], sound [52,53], and light [54], to heat transfer [55] can be used to transfer the findings to the current inquiry. Some of these studies [51][52][53][54][55] have also explored educational frameworks that promote scientific literacy in young children and some have examined the critical role of the teacher, the importance of child-teacher interactions and communication during science learning [56,57], and the importance of parental involvement in science learning in the early years [58].…”

“…Here, parallels between empirical research exploring how young children develop a variety of scientific concepts ranging from astronomy [51], sound [52,53], and light [54], to heat transfer [55] can be used to transfer the findings to the current inquiry. Some of these studies [51][52][53][54][55] have also explored educational frameworks that promote scientific literacy in young children and some have examined the critical role of the teacher, the importance of child-teacher interactions and communication during science learning [56,57], and the importance of parental involvement in science learning in the early years [58]. Together, these studies indicate that multiple and complex understandings of scientific and technical concepts are formed early in life via children's everyday experiences and interactions with others around them.…”

Research Trends and Development Perspectives in Early Childhood Science Education: An Overview

“…This is particularly interesting because, based on individual research aims found in relevant studies, it is possible to ascertain whether, and under which circumstances, it is possible to achieve cognitive transformation. For example, the main characteristics of a developmental course were found in research studying the development of 5-10 year-old children's mental representations regarding the shape of the Earth; truly, children were found to initially construct in their thought the idea of a spherical Earth, and then proceed to conceive of the relationship between the Earth and the sun [26]. Furthermore, "the order of resolving cognitive problems was established.…”

“…It was found that children first solve the problem of how people move on Earth, then their location, as well as the location of clouds, the Sun at night and trees. Finally, children match the way a kicked ball moves on Earth and the phenomenon of nightfall" [26].…”