Tip-to-tail: Developing a conceptual model of magnetism with kindergartners using inquiry-based instruction

Hook, Stephen J. Van; Huziak-Clark, Tracy

doi:10.1007/bf03173662

Cited by 12 publications

(10 citation statements)

References 5 publications

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“…Las investigaciones sobre contenidos de física en los primeros años educativos son escasas (Hadzigeorgiou, 2015). Diferentes trabajos publicados abordan temas relacionados con la materia y los cambios de estado (Cruz-Guzmán, García-Carmona y Criado, 2017), magnetismo (Christidou, Kazela, Kakana y Valakosta, 2009;Van Hook y Huziak-Clark, 2007), fuerza y movimiento (Van Meeteren y Zan, 2010) o luz (Impedovo, Delserieys-Pedregosa, Jégou y Ravanis, 2017), entre otros. La literatura científica refleja, además, que los docentes de la etapa de infantil muestran más reticencias o tienen más dificultades para abordar conceptos relacionados con la física (Worth, 2010).…”

Section: Contenidos De Física: Flotabilidadunclassified

flotabilidad a examen en las aulas de infantil. Evaluación del nivel de guía del docente

2022

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El trabajo analiza las ideas de los escolares de 4-5 años sobre flotabilidad y los aprendizajes generados por dos tipos de intervención que difieren en el nivel de guía: enseñanza receptiva (ER) y ER más instrucción explícita (ERIE). Los participantes tienen, inicialmente, dificultades para conceptualizar la flotabilidad, ideas contradictorias y carencias en la resolución de problemas sobre este fenómeno. Consideran el factor peso como prioritario para que un objeto flote o se hunda. La intervención mejora la capacidad de descripción y de resolver diferentes situaciones sobre flotabilidad, aunque significativamente más en los grupos que siguen una metodología de tipo ERIE. Separados por edad (4 y 5 años), la influencia de la guía es más acusada en los menores. Se concluye que la instrucción explícita en la enseñanza de fenómenos científicos debe considerarse a la hora de programar las actividades.

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Section: Contenidos De Física: Flotabilidadunclassified

flotabilidad a examen en las aulas de infantil. Evaluación del nivel de guía del docente

2022

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“…Despite this caution by Piaget, quite a large volume of work has been carried out in recent years by researchers who investigated young children and their explorations with magnets (Ashbrook 2005;Barrow 2000;Christidou et al 2009;Constantinou et al 2013;Kalogiannakis, et al 2017;Van Hook & Huziak-Clark 2007). From the literature regarding the interaction of preschoolers with magnets, two main types of inquiries emerged, namely (1) which types of forces are exhibited, referring to attraction and/or repulsion, and ( 2) what types of materials react to these attraction and/or repulsion forces (Kalogiannakis et al 2017).…”

Section: Physics and Young Childrenmentioning

confidence: 99%

The development of scientific reasoning of preschool children: Micro-analysis of mind–material–body integration

Niekerk

2019

SAJCE

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Background: This article argues that the emergence of scientific reasoning in the preschoolyears could be augmented by caregivers and preschool teachers through nurturing ‘Habits ofMind’ (HOM) and ‘Habits of Body’ (HOB) of young children. This type of mind–material–body integration is proposed from an epistemological position that comprises a Hybrid(morphinuum) of theories about early learning and human development.Aim: The aim of this article is to present an exemplar of the capacity of one preschooler toshow emergence and integration of two HOM, namely conjecturing and reasoning withinvariance, in tandem with the Habit of Body (HOB), namely hand-eye coordination that canlay the foundation for scientific reasoning in the early years.Setting: The study referred to in this article is an exemplar (case study) taken from a larger,18-month educational design research intervention, the ‘Little African Scientists Project’. Thatstudy investigated the emergent scientific HOM and HOB through a multimodal materialapproach to pedagogy at preschool level (Grade RR to R).Methods: A three-layered digital video analysis was utilised to interpret the data pertaining toa specific interaction of one child, who was manipulating magnets during one of the manyfree-play activities that formed part of the larger project.Results: Several specific HOM and HOB were evident in the one child who was engaged in anactivity in which he was moving magnets. Two HOM that emerged were those of making andtesting conjectures and reasoning with invariance, while the HOB that emerged was a closealignment of hand movement and eye coordination.Conclusion: This type of close observation and micro-analysis could be utilised for studies ofmore children in similar settings.

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“…One of the most effective forms of learning cycle based on constructivist learning theory and developed by Bybee, the 5E model includes skills and activities that increase the individual's interest and curiosity in the learning environment, and keep the individual's attention alive during the learning process and encourage meaningful learning (Bybee, 1997 Anıl andKüçüközer, 2017). Furthermore, it could be argued that the model supports the use of various strategies, methods and techniques, as well as the conceptual formation of the individual in the learning-instruction process (Martin, 2000;Van Hook and Huziak-Clark, 2007;Ürey and Çalık, 2008;Vincent, Cassel and Milligan , 2008;Şahin, Çalık and Çepni, 2009;Yalçın and Bayrakçeken, 2010;Anıl and Küçüközer, 2017).…”

Section: Introductionmentioning

confidence: 97%

Teacher Perceptions on the Use of 5E Learning Cycle Model in Social Studies Courses

Sağdıç¹,

Koçoğlu²

2020

TAKSAD

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Several methods are used to improve meaningful learning levels of students in learning environment during the social studies course learning-instruction process. The 5E instruction method is among these models. One of the constructivist instructional approaches, the 5E method is an ancillary and regulatory model for teachers who are the leaders in the learning-instruction process. This model, which is significant for teachers, includes a number of stages. Conducting active and effective activities during these stages depends on the organization and transfer of the course activities to the stages of this learning cycle. The aim of the present study was to determine the perceptions of social studies teachers on the use of the 5E learning cycle method in social studies courses. In the present study that aimed to tackle perceptual analysis with a qualitative approach, the phenomenology design that was deemed adequate for the nature of the study topic was utilized. A semi-structured interview form developed by the authors was used to collect the study data. The study group members, whose perceptions on the research topic were obtained with the semi-structured interview form, included social studies teachers employed in various public middle schools in Malatya province, Turkey. NVivo 11 analysis software was used to assess and analyze the study data based on the sub-themes. The study findings demonstrated that social studies teachers had interesting perceptions on the study topic.

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Tip-to-tail: Developing a conceptual model of magnetism with kindergartners using inquiry-based instruction

Cited by 12 publications

References 5 publications

flotabilidad a examen en las aulas de infantil. Evaluación del nivel de guía del docente

flotabilidad a examen en las aulas de infantil. Evaluación del nivel de guía del docente

The development of scientific reasoning of preschool children: Micro-analysis of mind–material–body integration

Teacher Perceptions on the Use of 5E Learning Cycle Model in Social Studies Courses

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