Shadow Formation at Preschool from a Socio-materiality Perspective

Impedovo, Maria Antonietta; Delserieys, Alice; Jégou, Corinne; Ravanis, Konstantinos

doi:10.1007/s11165-016-9518-x

Cited by 22 publications

(12 citation statements)

References 53 publications

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“…The literature on scientific activities in education and in particular in early childhood is relatively recent (Impedovo et al 2017). Most of the studies about how to implement and analyze STEM in education deal with elementary, middle or high school (e.g., Smyrnaiou et al 2015).…”

Section: Argumentation In Scientific Activitiesmentioning

confidence: 99%

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

Convertini

2020

Res Sci Educ

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The implementation of Science, Technology, Engineering, and Mathematics (STEM) at school is one of the challenges of education in the twenty-first century, especially concerning the development of critical thinking during argumentative interactions. In this paper, I refer to an interdisciplinary approach with the aim to analyze the implicit inferential reasoning emerging in argumentative discussions among children during scientific activities. The study involved 25 preschool children at a kindergarten engaged in three problem solving tasks. The first activity was to build a tunnel, the second to build a bridge—both with the use of Lego©—and the third to build an hourglass with recycled materials. The tasks were video-recorded and the discussions transcribed. The analysis implied different steps: first, I identified the argumentative structure of each exchange according to the pragma-dialectical approach; then, I found the implicit premises using the Argumentum Model of Topics; afterward, I analyzed the argumentative discussions according to a sociocultural approach. The findings show a predominance of arguments based on causal relationships and indicate how children reason regarding complex aspects of a problem, such as the negative consequences of an action, the adequacy of the available tools, and the (possible) future conditions connected to the scientific activity they are involved in. The study opens a possibility to shift from how to implement STEM activities to what children already do when engaged in scientific tasks. It also encourages the adoption of an interdisciplinary approach to investigating the complex process of argumentation in preschool children.

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Section: Argumentation In Scientific Activitiesmentioning

confidence: 99%

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

Convertini

2020

Res Sci Educ

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“…As is seen, when the concept of light is examined through a broad perspective, it is possible to tell that it has a substantial concept network potentially. In research studies carried out with preschool children (Delserieys et al, 2017a;Delserieys et al, 2017b;Delserieys et al, 2018;Gallegos-Cázares et al, 2009;Herakleioti & Pantidos, 2016;Hsu et al, 2011;Impedovo et al, 2017;Pantidos et al, 2017), it is observed that research mostly focus on their explanations on the formation of shadows. In spite of this, there are a few studies based on (Hsu et al, 2011;Ntalakoura & Ravanis, 2014;Ravanis et al, 2013) that show how young children structure (Çakır & Uludağ, 2019) concepts of light in their minds and what educational practices affect this process.…”

Section: The Present Researchmentioning

confidence: 99%

Preschool Teachers’ Science Talks During Picture Storybook Telling

Tarakçı

Keleş

Kölemen

2020

JBSE

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The aim of this research was to analyze preschool teachers’ types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers. Keywords: light concept, science teaching, storytelling, preschool teachers

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“…The environment brings mediational opportunities for learning, through the framework of socio-material perspective (Impedovo, Delserieys-Pedregosa, Jégou, & Ravanis, 2017). Through this perspective, the educational opportunities, the educators, learners and the environment are inseparable as educational agents.…”

Section: Mediational Opportunitiesmentioning

confidence: 99%

Out of school opportunities for science and mathematics learning: Environment as the third educator

Cabello

Savec

2018

LUMAT

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Out-of-school environments offer a unique opportunity for experiental learning which transcends the role of educational resources and teachers. This article introduces the special topic of out-of-school learning in science and mathematics education. First, we present the theoretical underpinnings from the movement towards crossing the boundaries of school in educational practices and broadening educational spaces. We continue with the key facets of out-of-school learning through a constructivist approach, aided by the concept of mediation environments as the third educator from a socio-material perspective. Furthermore, we focus our discussion on a selection of articles from this special number as an international overview on out-ofschool learning. In the conclusion section, we discuss the gaps that the following works fill, as well as new questions that arise in the area. The closing remarks highlight the promotion of active learning in students, considering the role of the environment as the third educator.

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Shadow Formation at Preschool from a Socio-materiality Perspective

Cited by 22 publications

References 53 publications

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

An Interdisciplinary Approach to Investigate Preschool children’s Implicit Inferential Reasoning in Scientific Activities

Preschool Teachers’ Science Talks During Picture Storybook Telling

Out of school opportunities for science and mathematics learning: Environment as the third educator

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