Kindergarten teachers' representations for their socio-cognitive practices during the Natural Sciences activities-Reference-Cited by-同舟云学术

Kindergarten teachers' representations for their socio-cognitive practices during the Natural Sciences activities

Published:2021-07 Issue:1 Volume:14 Page:174-181
ISSN:2065-1430
Container-title:Acta Didactica Napocensia
language:
Short-container-title:ADN

Author:

DRAGANOUDI Aikaterini¹,KALIAMPOS George²,LAVIDAS Konstantinos³

Affiliation:

1. University of Patras, Patra (Greece). E-mail: draganoudi@gmail.com

2. University of Nicosia, Nicosia (Cyprus). E-mail: georgekaliampos@yahoo.gr

3. University of Patras, Patra (Greece). E-mail: lavidas@upatras.gr

Abstract

Abstract: The aim of the current paper is to investigate the traces of socio-cognitive influences in kindergarten teachers’ representations about the practices they tend to follow when they develop Natural Sciences activities in kindergarten. A quantitative approach was used, with the research tool being an electronic questionnaire that was completed online by 94 kindergarten teachers served in public Kindergartens. The questionnaire was firstly used in a pilot survey where receiving feedback it was further developed for the main research. Research analysis showed that kindergarten teachers’ representations concerning their teaching choices and actions of their students are characterized by practices that are influenced by the socio-cognitive teaching strategy. These practices are followed from both teachers and their students from moderate to large extent.

Publisher

Babes-Bolyai University

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