Enhancing Conceptual Change in Preschool Children's Representations of Light: A Sociocognitive Approach

Autor/inn/en	Ravanis, Konstantinos; Christidou, Vasilia; Hatzinikita, Vassilia
Titel	Enhancing Conceptual Change in Preschool Children's Representations of Light: A Sociocognitive Approach
Quelle	In: Research in Science Education, 43 (2013) 6, S.2257-2276 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-013-9356-z
Schlagwörter	Science Instruction; Preschool Children; Teaching Methods; Pretests Posttests; Intervention; Models; Figurative Language; Science Activities; Statistical Analysis; Cognitive Processes; Light; Concept Formation; Cognitive Development + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Statistische Analyse; Cognitive process; Kognitiver Prozess; Licht; Concept learning; Begriffsbildung; Kognitive Entwicklung
Abstract	The aim of this study is to investigate the effect of a sociocognitive teaching strategy on young children's understanding of light. It explores their understanding of the concept of light as an entity that is transmitted independently of the light source and the final receiver. The study was conducted in three phases: pretest, teaching intervention, and post-tests. The sample consisted of 170 preschool children who were assigned to two groups. The children in the first group participated in activities which adopted a sociocognitive approach. In the context of this approach, a familiar metaphor was introduced in order to facilitate children to construct a "precursor model" about light. The children in the second group participated in activities with the same teaching objectives, but adopting an empiricist perspective. Statistical analysis using the Mann-Whitney U test indicated that the cognitive progress of the sociocognitive group was more significant than the progress of the empiricist group. This provides evidence for the effect of the sociocognitive strategy on enhancing children in constructing a "precursor model" for the concept of light. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10