Children's Concepts of the Shape and Size of the Earth, Sun and Moon

Bryce, Thomas; Blown, Eric

doi:10.1080/09500693.2012.750432

Cited by 32 publications

(26 citation statements)

References 67 publications

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“…Children's answers and other work can be assessed for its consistency, accuracy, clarity, fullness and extensiveness. Teachers should look for evidence of understanding of the sphericity of Earth and other celestial bodies, their relative sizes, and gravity as well as appropriate causal explanations for astronomical phenomena (Bryce and Blown 2013;Kallery 2011). In summary, children hold their perceptions and contrast them with any attempt to change their ideas and cognitive patterns (Valanides et al 2000).…”

Section: Assessmentmentioning

confidence: 98%

Astronomy in Early Childhood Education: A Concept-Based Approach

Ampartzaki

Kalogiannakis

2015

Early Childhood Educ J

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In an attempt to understand the natural world's phenomena, young children form their perceptions of different aspects of the macrocosm, which they contrast with new scientific concepts. This process calls for an early intervention that will provide the stimuli and the tools for the development of new concepts, ideas, and cognitive structures. The purpose of the present article is to present an instructional intervention for young children about the science of celestial bodies, with some reference to the pedagogical content knowledge of astronomy. A concept-based, multidisciplinary approach to developing curriculum activities is adopted and the content of activities places particular emphasis on: (1) Spatial learning and spatial thinking, which are considered as central and fundamental to astronomy education, and (2) the alternation between the Earth-based and space-based perspectives of the shape, position, and movement of celestial bodies.

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Section: Assessmentmentioning

confidence: 98%

Astronomy in Early Childhood Education: A Concept-Based Approach

Ampartzaki

Kalogiannakis

2015

Early Childhood Educ J

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“…In this paper we focus on the problem of seasons, their causes and their effects, leaving out other aspects like those related to the Moon. The proposal is mainly addressed to Secondary School students, who have grasped concepts such as the shape of the Sun, the Moon and the Earth, or the day and night explanation (Bryce and Blown, 2013), but also addressed to trainee teachers. The first activities are presented to 12/13-year-old students and the last to 15/16 year-old ones.…”

Section: On the Gnomon Searching Answers To Problemsmentioning

confidence: 99%

“…Sin embargo, nos centraremos en el problema de las estaciones y sus causas para una interpretación correcta de los fenómenos cotidianos observables, dejando de lado los aspectos relativos a la Luna. Comenzamos trabajando con el alumnado de primer curso de educación secundaria obligatoria, puesto que la mayoría tiene interiorizado conceptos como la forma del Sol, la Luna y la Tierra (aunque no sepan ofrecer argumentos a partir de observaciones desde la propia Tierra y acudan a las imágenes de los satélites) y la causa del día y la noche (Bryce y Blown, 2013).…”

Section: Introductionunclassified

A vueltas con el gnomon. Buscando soluciones a problemas

Catalán

2014

ensciencias

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Son frecuentes las aproximaciones cualitativas e intuitivas que se hacen en la escuela sobre el movimiento aparente del Sol por el firmamento que tratan de proporcionar al alumnado observaciones para que construya un modelo del sistema Sol-Tierra. El presente trabajo muestra la forma de obtener datos con mayor exactitud de manera que faciliten al alumnado una visión más amplia y profunda de dicho modelo, que lo capacite para enfrentarse y resolver problemas cotidianos y los pueda aplicar a diferentes contextos, como el cuestionamiento de situaciones sociales en las que interviene la luz solar.

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“…Bryce & Blown, 2013;Plummer et al, 2011), or in classrooms where the focus is on concept learning (e.g. Rahayu & Tytler, 1999;Tytler, 2000), and where what children say was documented.…”

mentioning

confidence: 99%

“…For instance, we know a great deal about children's thinking of the Earth (e.g. Bryce & Blown, 2013;Saçkes, Flevares, & Trundle, 2010;Tytler, 2000), space (e.g. Blown & Bryce, 2006;Kallery, 2011;Lelliott & Rollnick, 2010) and astronomy (e.g.…”

mentioning

confidence: 99%

Creating Collective Scientific Consciousness: A Cultural-Historical Study of Early Learning about Earth and Space in the Context of Family Imaginary Play

Hao¹,

Fleer²

2016

Pac Early Child Educ Res Assoc

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Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, this study seeks to examine how scientific learning is fostered through collectively created imaginary situations during everyday family practices. This study forms part of a broader study, and in this paper the focus is on a three-year-old child and his family from Mainland China. A theoretical discussion of data collected reveals that a collectively created imaginary situation provides the conditions for a child's exploration of scientific phenomenon not directly observable (e.g. Earth rotation and revolution). A form of collectively supported scientific consciousness was realized through discussions, imagining and re-imagining of everyday objects as scientific phenomenon. Scientific laws, as the rules of the scientific play being enacted by the family, enabled the child to be both imagining and viscerally experiencing which cannot be seen. The findings contribute to understanding how families create playful conditions that support scientific learning in the early childhood period.

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Children's Concepts of the Shape and Size of the Earth, Sun and Moon

Cited by 32 publications

References 67 publications

Astronomy in Early Childhood Education: A Concept-Based Approach

Astronomy in Early Childhood Education: A Concept-Based Approach

A vueltas con el gnomon. Buscando soluciones a problemas

Creating Collective Scientific Consciousness: A Cultural-Historical Study of Early Learning about Earth and Space in the Context of Family Imaginary Play

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