Preschool Children's Conceptions of Water, Molecule, and Chemistry before and after Participating in a Playfully Dramatized Early Childhood Education Activity

Autor/inn/en	Åkerblom, Annika; Soucková, Daniela; Pramling, Niklas
Titel	Preschool Children's Conceptions of Water, Molecule, and Chemistry before and after Participating in a Playfully Dramatized Early Childhood Education Activity
Quelle	In: Cultural Studies of Science Education, 14 (2019) 4, S.879-895 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Åkerblom, Annika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-018-9894-9
Schlagwörter	Preschool Children; Play; Scientific Concepts; Concept Formation; Water; Molecular Structure; Learning Activities; Chemistry; Science Education; Early Childhood Education; Science Teaching Centers + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Concept learning; Begriffsbildung; Wasser; Lernaktivität; Chemie; Naturwissenschaftliche Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The present study reports an empirical investigation into concept formation of young children. Based on interviews conducted before and after participating in a playfully enacted chemistry lesson at a culture center, it is analyzed how 6-year-old children conceptualize water, molecule, and chemistry. Theoretically, the study is informed by Vygotsky's cultural-historical perspective on concept formation. The empirical data consist of pre- and post-interviews with children and documentation of their participation in the intermediate activity. This documentation is used in the post-interviews as a mutual ground for talking with the children about what they remember and how they understand the activity they participated in and what the activity intended to illustrate. The results are presented in terms of three inductively generated categories: 'everyday', 'experientially-based', and 'generalized experiences' concepts, respectively. The implications of these findings for early childhood chemistry (science) education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01