Thinking about Digestive System in Early Childhood: A Comparative Study about Biological Knowledge

Autor/in	AHI, Berat
Titel	Thinking about Digestive System in Early Childhood: A Comparative Study about Biological Knowledge
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1278650 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1278650
Schlagwörter	Early Childhood Education; Comparative Analysis; Biological Sciences; Interviews; Protocol Analysis; Scientific Concepts; Scientific Literacy; Cognitive Structures; Cohort Analysis; Age Differences; Metabolism; Grade 1; Grade 4; Preschool Children; Knowledge Level; Familiarity; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Abwasserbiologie; Interviewing; Interviewtechnik; Cognitive structure; Kognitive Struktur; Kohortenanalyse; Age; Difference; Age difference; Altersunterschied; Stoffwechsel; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wissensbasis; Ausland; Türkei
Abstract	The current study aims to explore how children explain the concepts of biology and how biological knowledge develops across ages by focusing on the structure and functions of the digestive system. The study was conducted with 60 children. The data were collected through the interviews conducted within a think-aloud protocol. The interview data revealed that 5-year-olds think that the digestive system before the stomach and the stomach is a large empty space. Results similar to those found for 5-year-olds were also found for 7-year-olds. The children in the 10-year age group were able to offer comprehensive explanations on the digestive system and 10 children from this age group stated that while some of the food eaten is discharged from the body, some of it is retained in the body. While children from all the age groups develop thoughts on the basis of vitalistic thinking, intuitive and animistic thinking patterns were observed in some of the 5-year-olds. Within the scope of the obtained results, it is thought that carrying out the biology education given at the elementary education level through the supporting methods and materials of the vitalistic thinking will contribute to the understanding of the biology and raising the interest of the children on the topic. In addition, teachers' usage of physical materials in teaching processes could be useful in order to abolish the limitation of animistic thinking on the acquisition of biological knowledge in early childhood. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01