Primary children's views on science and environmental issues: examples of environmental cognitive and moral development

Littledyke, Michael

doi:10.1080/13504620242000198186

Cited by 79 publications

(73 citation statements)

References 26 publications

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“…Children's enjoyment of science might reflect on the way these children are taught science. For examp le the choice of topics which might be relevant and interesting to them, understanding of science as a process of learning that has applications in everyday life, understanding that these applications might be beneficial but can also be damaging and so on [12].…”

Section: Discussionmentioning

confidence: 99%

“…"I cannot see … I mean it's going to be very difficult and maybe dangerous to do all these experiments …" (Ben aged 12) However, they also gave other reasons for their choice such as their preference for music or their difficulty with equations. The exception was the youngest child who said he wanted to become a scientist, although his motives were probably not ones that most would encourage!…”

Section: The Value Of Professional Sciencementioning

confidence: 99%

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Children’s who are Blind Voices Concerning Science

Andreou¹,

Soulis²,

Ανδρέου³

et al. 2012

EDU

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The purpose of the present paper is to elicit views about basic aspects of children's who are b lind perceptions and knowledge of science in the view of the fact that science education (visual displays, graphical materials, experiments and so on) might pose a number of significant challenges in conditions without vision. Teaching blind child ren about natural phenomenon requires a different approach and methodology to the one used for sighted children. Such methods have to take into account that, by definition, sighted and visually impaired children experience physical phenomenon in different ways [1]. As a result specific equip ment such as assistive technology, accessible instruments, tactile graphics materials and strategies that could help children meets those challenges in order to acquire equivalent pro ficiencies as their sighted peers are needed [2].Taking into consideration the above mention challenges children who are blind were interviewed to find out the way they viewed science. Examp les of their understanding of science issues are presented, as identified fro m the interviews. The imp lications for teaching science education are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: The Value Of Professional Sciencementioning

confidence: 99%

Children’s who are Blind Voices Concerning Science

Andreou¹,

Soulis²,

Ανδρέου³

et al. 2012

EDU

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show abstract

“…Littledyke (2004), küçük yaşlardaki öğrencilerin çevre kavramını duymadıkları, duysalar bile ne anlama geldiğini bilmediklerini ifade etmektedir. İlgili literatür detaylı incelendiğinde de görüleceği üzere çevre ile ilgili yapılan okul öncesi döneme ve ilkokulun ilk yıllarına ilişkin çalışmalar ne yazık ki oldukça sınırlıdır.…”

Section: Introductionunclassified

The Investigation of First Grade Students’ Knowledge, Awareness and Attitudes about Recycling

Ilhan¹,

Doğan²,

Tosun³

2017

IOJES

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This study aims to analyze the students who have started first grade after finishing the preschool period in relation to their extent of knowledge, awareness and attitudes about recycling within the context of environmental education. The study also focuses on whether or not there are differences especially between students who have received preschool education and those who have not. Causal-comparative relationship was used in this study. The study was carried out with 120 first grade students at six different primary schools in the city center of Kilis. As the data collection tool, a questionnaire including open ended questions was used in the study. The obtained data were analyzed by descriptive content analysis methods. Results showed that almost all of the students claiming to know the meaning of the recycling sign proved to be those who had preschool education. In general, results of this research show that first grade students who had preschool education developed higher awareness and attention on recycling compared to those who did not have preschool education. It can be concluded that having preschool education are important for development of first grade students' knowledge, awareness and attitudes towards recycling and environmental friendly attitudes.

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“…Benzer şekilde farklı yerleşim yerlerinde yaşayan çocukların çevreyi algılamaları da değişmektedir (Basile, 2000;Paraskevopoulos ve ark, 1998;Shepardson, 2005;). Çoğu çalışma yaş faktörünün de bireylerin olguları algılamaları üzerinde etkili olduğunu göstermektedir (Littledyke, 2004) (Akt. Taşkın ve Şahin, 2008, 10).…”

Section: Introductionunclassified

Öğretmen Adaylarının Çevre Sorunlarına Yönelik Tutumları

Polat¹

2013

BUEFAD

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Primary children's views on science and environmental issues: examples of environmental cognitive and moral development

Cited by 79 publications

References 26 publications

Children’s who are Blind Voices Concerning Science

Children’s who are Blind Voices Concerning Science

The Investigation of First Grade Students’ Knowledge, Awareness and Attitudes about Recycling

Öğretmen Adaylarının Çevre Sorunlarına Yönelik Tutumları

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