Early Understandings of Simple Food Chains: A Learning Progression for the Preschool Years

Autor/in	Allen, Michael
Titel	Early Understandings of Simple Food Chains: A Learning Progression for the Preschool Years
Quelle	In: International Journal of Science Education, 39 (2017) 11, S.1485-1510 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1336809
Schlagwörter	Preschool Education; Preschool Children; Food; Concept Formation; Models; Structured Interviews; Age Differences; Attention; Ecology; Wildlife; Foreign Countries; Natural Resources; Coding; United Kingdom (England) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Lebensmittel; Concept learning; Begriffsbildung; Analogiemodell; Age; Difference; Age difference; Altersunterschied; Aufmerksamkeit; Ökologie; Ausland; Natural Ressource; Natürliche Ressource; Codierung; Programmierung
Abstract	Aspects of preschoolers' ecological understandings were explored in a cross-age, quantitative study that utilised a sample of seventy-five 3- to 5-year-old children. Specifically, their concepts of feeding relationships were determined by presenting physical models of three-step food chains during structured interviews. A majority of children, particularly 5-year olds, were capable of grasping concepts inherent in food chain topics that are scheduled to appear later in their schooling. In part, age differences in children's reasoning can be accounted for by attentional theory based on evolutionary predator avoidance adaptations, which tended to become significant at 5 years. Data suggest that these aspects of preschool ecological education could be increased in sophistication, thus accelerating children's understandings about the environment beyond what is currently the case. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01