Affiliation:
1. University of Patras, Greece
Abstract
Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers’ representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.
Key words: preschoolers’ representations, expansion thermometer, preschool education, science and technology education.
Reference34 articles.
1. Akatugba, Α. Η., & Wallace, J. (2009). An integrative perspective on students’ proportional reasoning in high school Physics in a West African context. International Journal of Science Education, 31 (11), 1473-1493.
2. Appleton, K. (1985). Children’s ideas about temperature. Research in Science Education, 15 (1), 122-126.
3. Bar, V. (1989). Children’s views about the water cycle. Science Education, 73 (4), 481-500.
4. Brown, S. E. (1981). Bubbles, rainbows and worms. Science experiments for preschool children. Mt. Rainier, MD: Gryphon House.
5. Chauvel, C., & Michel, V. (1990). Les sciences dès la maternelle. Paris: Retz.
Cited by
10 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献