Four- to six-year-old children's conceptions of the mechanism of rainfall

Saçkes, Mesut; Flevares, Lucia M.; Trundle, Kathy Cabe

doi:10.1016/j.ecresq.2010.01.001

Cited by 45 publications

(32 citation statements)

References 35 publications

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“…Given the limited evidence for children’s development of science content knowledge, more research is needed. Moreover, a better understanding of children’s knowledge about scientific concepts may lead to the design of more effective curricula and instructional strategies (Saçkes, Flevares, & Trundle, 2010). The present study further examined children’s science content knowledge gains across a preschool year using a direct measure of science content knowledge.…”

Section: The Development Of Children’s Science Content Knowledgementioning

confidence: 99%

Exploring Preschool Children's Science Content Knowledge

Guo

Piasta

Bowles

2014

Early Education and Development

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Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning.

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Section: The Development Of Children’s Science Content Knowledgementioning

confidence: 99%

Exploring Preschool Children's Science Content Knowledge

Guo

Piasta

Bowles

2014

Early Education and Development

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“…A well-established challenge for students is the water cycle and associated phase changes (e.g., Osborne and Cosgrove 1983;Bar and Travis 1991;Ewing and Mills 1994;Chang 1999;Gopal et al 2004). These studies found that many of the misconceptions existed simply because of an incomplete knowledge and understanding of the material, which is perhaps expected given the focus on younger students (e.g., Stepans and Kuehn 1995;Tytler 1998;Henriques 2002;Saçkes et al 2010). A few studies have examined the misconceptions of the general public (Aron et al 1994;Dove 1998), but the majority of studies have focused on children's conceptions of weather.…”

Section: Background and Motivationmentioning

confidence: 99%

Motivation for and Development of a Standardized Introductory Meteorology Assessment Exam

Davenport

Wohlwend

Koehler

2015

Bulletin of the American Meteorological Society

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EdiTEd By cHARLES A. doSWELL iii © 2001, HARdcovER, 570 pAGES, MM voL. 28, No. 50, iSBN 978-1-878220-41-7 LiST $110 MEMBER $90 STudENT MEM. $75 mm = meteorologiCal moNograpH series Abstract submission deadline: Feb 15th, 2015 Date limite pour la soumission des résumés: 15 février 2015 Early bird registration deadline April 18th, 2015 Date limite pour les inscriptions hâtives: 18 avril 2015 316 FEBRUARY 2015 |

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“…A considerable number of studies have been devoted to children's understandings of the natural world and changes that occur in these ideas as a result of development and/or instructional intervention (e.g., Baxter, 1989;Carey, 1985;Saçkes et al, 2010;Vosniadou, 1994;Vosniadou and Brewer, 1992). Researchers have used different terms including naive ideas, alternative conceptions, misconceptions, preconceptions and initial explanatory frameworks to describe children's alternative understandings.…”

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confidence: 99%