Introducing a Precursor Model of Inheritance to Young Children

Autor/inn/en	Ergazaki, Marida; Valanidou, Eftychia; Kasimati, Maria-Christina; Kalantzi, Mara
Titel	Introducing a Precursor Model of Inheritance to Young Children
Quelle	In: International Journal of Science Education, 37 (2015) 18, S.3118-3142 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1121551
Schlagwörter	Foreign Countries; Early Childhood Education; Science Education; Biology; Birth; Genetics; Preschool Children; Kindergarten; Models; Mixed Methods Research; Case Studies; Pretests Posttests; Semi Structured Interviews; Science Achievement; Abstract Reasoning; Intentional Learning; Statistical Significance; Greece + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Naturwissenschaftliche Bildung; Biologie; Geburt; Humangenetik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Analogiemodell; Case study; Fallstudie; Case Study; Abstraktes Denken; Denken; Intentionales Lernen; Griechenland
Abstract	This paper reports on a mixed-model case study of designing and implementing a constructivist teaching intervention about reproduction and physical family resemblance for young children. The objective of the study was to explore whether the ways that preschoolers reason about the resemblance between offspring and parents can be improved with a teaching intervention that introduces a rudimentary idea of genes through reproduction. The participants were 60 preschoolers (age 5-5.5 years) from public kindergartens of Patras. The qualitative analysis of their pre- and post semi-structured interviews showed a remarkable improvement in their reasoning, which was found to be statistically significant as well. After the three-part teaching intervention, children appeared to recognize the biological contribution of both parents to a child's creation. Moreover, most of them appeared able to attribute a child's species and body traits to the parental genes passed to the child through reproduction and not to the parents' or child's intention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01