Pre-School Children s Opinions about the Concepts of Floating, and Sinking and the Effect of In-Class Interactions on Their Opinions

Elmalı, Şule; Şimşek, Canan Laçin

doi:10.16986/huje.2020058755

Cited by 5 publications

(4 citation statements)

References 16 publications

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“…Undoubtedly, this gives us the possibility to try extending the development of this kind of activity in other teaching domains too. In addition, they may prove useful for improving programs in preschool education as well as teacher training [30][31][32][33].…”

Section: Discussionmentioning

confidence: 99%

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

Charalampopoulou,

Kaliampos,

Lavidas

et al. 2023

Education Sciences

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The aim of the current study is to examine how preschool children overcome their difficulties regarding thermal expansion and contraction and construct in their minds a precursor model; that is, an entity compatible with school knowledge. Having investigated these difficulties through a pretest, a teaching intervention was implemented based on both the telling of a fairy tale and the carrying out of experimental activities. Finally, the changes in children’s thinking were studied with a posttest. The study involved 36 children aged 4–6 years who voluntarily participated in individual semistructured interviews conducted by three researchers in a special kindergarten setting. The results of the study revealed statistically significant progress in children’s responses between pre- and posttests. Furthermore, the finding of almost 1/3 of children’s responses being compatible with school knowledge indicates that (a) it is possible for children of that age to construct a precursor model for thermal expansion and contraction and (b) the combination of storytelling along with experimental activities is probably an appropriate teaching strategy.

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Section: Discussionmentioning

confidence: 99%

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

Charalampopoulou,

Kaliampos,

Lavidas

et al. 2023

Education Sciences

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“…From a young age, children differentiate objects based on their “felt weight” (Driver et al, 1994). Thus, the haptic input available in the PM condition in the study by Pavlou et al (2018) might have acted as a barrier for preschoolers holding that misconception, given that children tend to focus on only one dimension (e.g., mass, volume, size) to decide whether an object will sink or float (Elmali & Simsek, 2021; Hardy et al, 2006; Hsin & Wu, 2011; Smith et al, 1985).…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers

Pavlou,

Zacharia,

Papaevripidou

2024

Science Education

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This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence (when using virtual manipulatives [VMs]) of haptic sensory feedback (i.e., open‐ended haptic manipulation of physical materials with the use of the hands) during experimentation can impact preschoolers’ conceptual understanding of concepts concerning three different subject domains (i.e., balance beam, sinking/floating, and springs). The participants were 132 preschoolers (5–6 years old), 44 per subject domain, who were equally divided into two conditions differing in the means of experimentation (PM or VM) they used. The data of this exploratory study were collected through clinical interviews and analyzed both qualitatively and quantitatively. The findings indicated that preschoolers’ mean score improved in both conditions for each subject domain, (probably) as a result of their participation in the experimentation phase of the interviews, across all domains and conditions. No statistically significant difference in preschoolers’ learning between the two conditions was found in the balance beam domain. In the sinking/floating domain, VM were found to be more conducive to preschoolers’ learning than PM, whereas in the springs domain PM were found to have enhanced preschoolers’ learning more than VM did. These findings have important implications for science teaching and learning in the early childhood years. First, we provide information on when PM or VM is conducive to kindergarteners’ science learning. Second, we report on how prior embodied knowledge, established through haptic sensory input and related to the task at hand, affects learning through PM or VM experimentation.

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“…Therefore, in relevant bibliography, we encounter efforts to plan interventions aiming for cognitive progress, after first illuminating difficulties that children face [30]. Other studies are oriented towards the transition of children's thought from mental representations to precursor models, namely fixed stable forms of thinking compatible with school knowledge [31], and most work in this context is generally based on inquiry-based methods [32,33].…”

Section: Research On Integrated Teaching Activitiesmentioning

confidence: 99%

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

Ravanis

2022

Education Sciences

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This article serves as a critical approach to both the emergence and the identity formation of Early Childhood Science Education (ECSE) as a new scientific field, consolidated within the association of certain research divisions of Early Childhood Education, various branches of Psychology dealing with learning, and of Science Education. Consequently, we present research trends, orientations, and currents in ECSE, such as the study of children’s mental representations, the development of teaching activities, teachers’ perspectives, the preparation of teaching materials, scientific skills, diversity and inclusive education, the influence of the family, etc. Finally, we formulate some concluding remarks on research perspectives and the epistemological formation of ECSE.

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Pre-School Children s Opinions about the Concepts of Floating, and Sinking and the Effect of In-Class Interactions on Their Opinions

Cited by 5 publications

References 16 publications

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

The Construction of Precursor Models in the Thinking of Young Children: The Case of Expansion and Contraction of Metals

Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers

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

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