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RothWolfMichael:AppliedCognitiveScience.UniversityofVictoria,BritishColumbia.UniversityofVictoria,Canada,[WhitworthAwardforEducationResearch2006,CraigdarrochAwardforSocietalContribution2007,ChoiceAwardforOutstandingAcademicTitle2006].CoEditorof:1)Mind,CultureandActivity,2)CulturalStudiesofScienceEducation,3)ForumQualitativeSocialResearch,4)SENSE/ScienceandMath,5)SENSE/CultureandHistory.http://www.educ.uvic.ca/Faculty/mroth/

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THEBIENNIALPANHELLENICCONFERENCESONNATURALSCIENCESINEARLYCHILDHOODINTHECONTEXTOF"SCIENCEINSOCIETY"AREIMPORTANTAS:

UNESCOandthedevelopedcountries'toppriorityEDUCATIONFORALLputtingemphasisonscientificandtechnologicalliteracy(SCIENCEFORALL).Everytypeofcontemporaryeducationalreformisbasedonthenotionthatthedevelopmentofnaturalconcepts,skillsandenvironmentalattitudesmuststartinearlychildhood(NationalResearchCouncil,1996,BenchmarksforScientificLiteracy:AmericanAssociationfortheAdvancementofScience,1993,Project2061:ScienceforAll,Unesco2000+).

ResearchinTeachingNaturalSciencesinEarlyChildhoodaswellastrainingteachersinPrimaryEducationincludesspecificneedsconcerningmethodologysoitisnotpossibletoachieveitsobjectivesinNaturalSciencesconferencesconcerningallthedifferentgradesofaneducationalsystem.

TherearestrongresearchingteamsaswellasimportantresearchingmattersconcerningNaturalSciencesinEarlyChildhoodthathavetobediscussedwithinthecommunity.

TeachingNaturalSciencesinEarlyChildhoodprovidesmaterialwhichleadstothe"openingup"oftheuniversityintotheeducationalcommunityandintosocietybymeansofmakingsciencecomprehensible.

TheConferencepromotesinteractionbetweenSchoolsofSciencesandSchoolsofEducationalSciences.

Consequently,theorganizingofthe5thPanHellenicConferencewithinternationalparticipationonNaturalSciencesinEarlyChildhoodpromotesexcellenceof:

1. ResearchinteachingNaturalSciences

2. Developingmodelsofteachertraining

3. InteractionofScienceandSociety

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AND NARRATION M. Giannaletsou, K. Klonari, P. Gaganis, N. Zouros

ABSTRACT This research investigate the perceptions of pre-school children about volcanoes and volcanism, The sample of this research was 45 children attending five kindergartens and one nursery school from Lesvos island Data were collected through childrens interviews based on a semi structural questionnaire before and after intervention. The answers (before and after) also supported by childrens paintings. The findings of the research revealed that children in the sample do hold alternative conceptions about volcanoes, the causes of volcanic eruptions etc. The results of research can be used to inform our understanding of young childrens learning in geosciences and to take into consideration the way that pre-school pupils comprehend concepts relating to the Earths structure and processes. In addition these findings could be used for further research and for classroom practice if teachers want to employ a constructivist model of teaching and learning, where such underlying patterns can be identified and used to target strategies that better facilitate learning in this domain. KEY WORDS: ALTERNATIVE IDEAS, PRE-SCHOOL PUPILS, VOLCANOES 1.

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Blake, A. (2005). Do you childrens ideas about the Earths structure and processes reveal underlying patterns of descriptive and causal understanding in earth science. Research in Science Technological Education, 23(1), 59-74

8

Dal, B. (2006). The origin and extent of students understandings: The effect of various kinds of factors in conceptual understanding in volcanism. Electronic Journal of Science Education, 11(1), 38-59.

Dove, J., Everett, L. & Preece, P. (1999). Exploring a hydrological concept through childrens drawings. International Journal of Science Education, 21(5), 485-497.

Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (1998). . : .

Gobert, J. (2000). A typology of causal models for plate tectonics: inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977.

Kusnick, J. (2002). Growing pebbles and conceptual prisms-understanding the source of student misconceptions about rock formation. Journal of Geoscience education, 50(1), 31-39.

Lillo, J. (1994). An analysis of the annotated drawings of the internal structure of the Earth made by students aged 10-15 from primary and secondary schools in Spain. Teaching Earth Sciences, 19(3), 83-87.

Nelson, B., Aron, R. & Francek, M. (1992). Clarification of selected misconceptions in physical geography. Journal of Geography, 91(2), 76-80.

Ravanis, K., Koliopoulos, D. & Hadzigeorgiou, Y. (2004). What factors does friction depend on? A socio-cognitive teaching intervention with young children. International Journal of Science Education, 26(8), 997-1007.

Sharp, J., Mackintosh, M. & Seedhouse, P. (1995). Some comments on childrens ideas about Earth Structure, volcanoes, earthquakes and plates. Teaching Earth Sciences, 20(1), 28-30.

Trend, R. (1998). An investigation into understanding of geological time among 10-and 11 years old children. International Journal of Science Education, 20(8), 973-988.

Vosniadou, S. & Brewer, W. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.

emmerich, J., Wiley, J. (2002). Do argumentation tasks promote conceptual change about volcanoes? Proceedings of the twenty-fourth annual conference of the cognitive science society. Hillsdale, NJ: Erlbaum, 453-458.

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9

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MAPS AS TOOLS FOR ORIENTATION IN SPACE IN THE EARLY CHILDHOOD S. Goria, M. Papadopoulou

ABSTRACT

Current research investigates preschoolers abilities in the use of maps as tools for their orientation in space. It was implemented in three kindergartens in rural area of central Greece and it was confirmed that preschoolers consider maps as representations of real space and use them mainly as navigational tools. However, they are deprived vocabulary that describes spatial concepts as well as the code that organizes these concepts round acceptable conventions, so that they fail in equitable decoding of map and in their orientation in space. Scheduled instruction of these conventions by the use of authentic material in real environments as well as the practice with symbols of orientation enrich the experience and contribute in decoding of spatial information included in map and also results in the proper orientation of user. The preexisting cartographic schema is extended by means of observation, training and the use of various maps. KEY WORDS: Early Childhood Education, maps, symbols, orientation.

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Blades, M., & Spencer, C. (1987). The Use of maps by 4-6 year-old-children in a large-scale maze. British Journal of Developmental Psychology, 5:19-24.

Blaut, J. M & Stea, D. (1974). Mapping at the age of three. Journal of Geography, vol. 73, 5-9.

Blaut, J. M. (1997). Piagetian Pessimism and the Mapping Abilities of Young Children: A Rejoinder to Liben and Downs. Annals of the Association of American Geographers, 87(1),168-177.

Blaut, J. M., Stea, D., Spencer, Chr. & Blades, M. (2003). Mapping as a Cultural and Cognitive Universal. Annals of the Association of American Geographers, Vol. 93 (1), 165-185.

Casti, E. (2005). Towards a Theory of Interpretation: Cartographic Semiosis. Cartographica, Vol. 40 (3), p.1-16.

Dale, P. F. (1971). Childrens reaction to Maps and aerial photographs. Area, vol. 3, 170-177.

Davies, Cl. (2002). When is a map not a map? Task and language in spatial interpretation with digital map displays. Applied Cognitive Psychology, Vol. 16 (3), 273-285.

DeLoache, J.S. (1987). Rapid change in the symbolic functioning of very young children. Science, 238, 1556-1557.

Gerber, R. (1984). Factors affecting the competence and performance in map language for children at the concrete level of map-reasoning. Cartography, 13 (3), 205-213.

Hardy, M. & Bryman, A. (2004). Handbook of Data Analysis. London: Sage Publications.

Kulhavy, R. W., Stock, W. A., Woodard, K. A., & Haygood, R. C. (1993.) Comparing Elaboration and Dual Coding Theories: The Case of Maps and Text. American Journal of Psychology, 106, 483-498.

Kynigos, C. (1993). Childrens Inductive Thinking During Intrinsic and Euclidean Geometrical Activities in a Computer Programming Environment. Educational Studies in Mathematics, Kluwer Academic Publishers: Netherlands, vol. 24, 177-197.

Liben, L. S. & Yekel, C. A. (1996). Pre-schoolers Understanding of plan and oblique maps: the role of Geometric and Representational Correspondence. Child Development, 67, 2780-2796.

Marzolf, D., & DeLoache, J. (1994). Transfer in oung Childrens Understanding of Spatial Relations. Child Development, 65:1-15.

Messaris, P. (1996). Visual "Literacy": Image, Minds, and Reality. Canadian Journal of Communication, Vol. 21(2).

Postigo, Y. & Pozo, J. I. (2004). On the Road to Graphicacy: The Learning of Graphical Representation Systems. Educational Psychology, Vol. 24 (5), 623-644.

Rieger, M. (1999). An Analysis of Map Users. Understanding of GIS Images. Geomatica, Vol. 53 (2), 125-137.

16

Schreiber, J. B., Verdi, M. P., Patock-Peckham, J., Johnson, J. T. & Kealy, W. A., (2002). Differing Map Construction and Text Organization and Their Effects on Retention. Journal of Experimental Education, Vol.70(2), 114-130.

Scott, Ph. (1998). Teacher talk and meaning making in science classrooms: a Vygotskian analysis and review. Studies in science Education, 32, 45-80

Tesch, R. (1990). Qualitative Research: Analysis Types and Software Tools. Great Britain: Routledge Falmer.

Thorndyke, P. W., & Hayes-Roth, B. (1982). Differences in spatial knowledge acquired from maps and navigation. Cognitive Psychology, 14, 560-589.

Uttal, D. H. (2000). Seeing the big picture: map use and the development of spatial cognition. Developmental Science, Vol. 3(3):247.

Umek, M. (2003). A Comparison of the Effectiveness of Drawing Maps and Reading Maps in Beginning Map Teaching. International Research in Geographical and Environmental Education, Vol. 12(1):1831.

Wiegand, P. (1999). Children's Understanding of Maps. International Research in Geographical & Environmental Education, Vol 8(1): 66-68.

17

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mountgeo@ath.forthnet.gr (4-6 ) . , . 48 8 . . , . , , . : , , .

Representations of plants in the minds of pre-school age children

Georgia Mountzouri ABSTRACT The present study focuses on the investigation of childrens opinions of preschool age (4-6 years old) with regard to how they conceive the plants as well as concepts of the physiology of plants like the processes of nutrition and growth. The methodology was multi-methodic, as qualitative and quantitative analyses were combined. Forty-eight children from 8 public kindergartens participated in this research. The collection of data was accomplished through individual structured interviews. The analysis of the research results showed that the children of preschool age have many misconceptions about the subject, with most significant the perception that plants have human attributes. It was also found that the children confuse the types of plants with the more general categories in which they belong to, while they did not face any problems in the classification according to the plants size. KEY WORDS: Physiology of plants, anthropomorphism, semantic field.

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Barker, M. (1995). A plant is an animal standing on its head. Journal of Biological Education, 29 (3), 201-208.

Chen, S. & Ku, C. (1999). Aboriginal childrens conceptions and alternative conceptions of plants. Proc. Natl. Sci. Counc. ROC (D), 9 (1), 10-19.

Eisen, Y. & Stavy, R. (1993). How to make learning of photosynthesis more relevant. International Journal of Science Education, 15 (2), 117-125.

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Stavy, R. & Wax, N. (1989). Childrens conceptions of plants as living things. Human Development, 32, 88-94.

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Teaching magnetic forces in the kindergarten with the use of drama and story telling

Maria Valakosta, Vasilia Christidou ABSTRACT This study presents an experimental teaching program that was designed and implemented in order to introduce the concept of magnetism and magnetic forces to 25 preschoolers. The program aimed at the development of childrens knowledge in regards to a) the distinction and classification of various objects according to their material and b) the distinction of different metals according to their interaction with magnets, through specifically designed teaching activities using drama, hands-on experiments, and story telling. The children had never been taught about magnetism in the kindergarten prior to the study. The teaching program was evaluated on the basis of the comparison of childrens responses to the pre- and post-test, which were designed so as to record the childrens conceptions about magnetism. The results indicated a great improvement in childrens understanding of basic ideas related to magnets and magnetic forces. KEY WORDS: Drama, kindergarten, magnetism, story telling.

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Barrow, L. H. (1987). Magnets Concepts and Elementary Students Misconceptions. J. Novak (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies In Science and Mathematics (pp. 17-32). Ithaca NY: Cornell University Press.

Begoray, D. L. & Stinner, A. (2005). Representing Science through Historical Drama. Science & Education, 14, 457-471.

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Driver, R. (1989). Students conceptions and the learning of science. International Journal of Science Education, 11, 481- 490.

Driver, R. & Oldham, V. (1986). The Constructivist Approach to Curriculum Development in Science. Studies in Science Education, 13, 105-122.

Driver, R., Squires, A., Rushworth, P. & Wood-Robinson, V. (2000). - : . : .

Fadali, M. S., Robinson, M. & McNichols, K. (2000). Teaching Engineering to K- 12 Students Using Role Playing Games. Retrieved July 2, 2007, from http://www.asee.org/acPapers/20603.pdf.

Farrow, S. & Bailey, R. (1998). Play and Problem-Solving in a New Light. International Journal of Early Years Education 6(3): 265-275.

Faure, G. & Lascar, S. (1990). . : Gutenberg.

Finley, F. N. (1986). Evaluating Instruction: The Complementary Use of Clinical Interviews. Journal of Research in Science Teaching, 23, 635-650.

Garvey, C. (1990) , . : .

Hadzigeorgiou, Y. (2001). The Role of Wonder and Romance in Early Childhood Science Education. International Journal of Early Years Education, 9, 63-69.

Hadzigeorgiou, Y. (2002). The Utilization of Sensori-motor Experiences for Introducing Young Pupils to Molecular Motion: a Report of a Pilot Study. Physics Education, 37, 239-244.

Hadzigeorgiou, Y. (2006). Humanizing the Teaching of Physics through Storytelling: the Case of Current Electricity. Physics Education, 41, 42-46.

Hadzigeorgiou, Y. & Stefanich, G. (2000). Imagination in Science Education. Contemporary Education, 71(4), 23-29.

Harlan, D. J. & Rivkin, M. S. (2000). Science Experiences for the Early Childhood Years: An Integrated Affective Approach. Pearson.

Hugerat, M., Elyian, S., & Zadik, R. (2005). New Prospects for Teaching Science in Kindergarten. The Science Story Case. Universitas Scientiarum, 10, 69-77.

Jarrett, O. S. (1997). Science and Math through Role- Play Centers in the Elementary School Classroom. Science Activities, 34(2), 13-19.

32

, . . & , . (2003). : . , 5, 27-39.

, . (2001). . : .

McSharry, G. & Jones, S. (2000). Role-play in Science teaching and Learning. School Science Review, 82, 73- 82.

Metcalfe, R. A. J., Abbott, S., Bray, P., & Exley, J. (1984). Teaching Science through Drama: An Empirical Investigation. Research in Science & Technological Education, 2, 77-81.

Ozden, M. (2006). The value of Drama and Game Modelling in Science Teaching: A new Approach for Learning Chemical Bond Concept with an Atom Model using Dramatization. Chemical Education Journal, 9,(2). Retrieved January 12, 2007, from http://www.juen.ac.jp/scien/cssj/cejrnlE.html.

Pantidos, P., Spathi, K. & Vitoratos, E. (2001). The Use of Drama in Science Education: The Case of Blegdamsvej Faust. Science & Education, 10, 107-117.

, . (1999). , . : .

Resnick, M. & Wilensky, U. (1998). Diving into Complexity: Developing Probabilistic Decentralized Thinking through Role-playing Activities. The Journal of the Learning Sciences, 7, 153-172.

Selman, R. L. (1982). Concrete Operational Thought and the Emergence of the Concept of Unseen Force in Childrens Theories of Electromagnetism and Gravity. Science Education, 66, 181-194.

Wenham, M. (1995). Understanding Primary Science: Ideas, Concepts and Explanations. London: Paul Chapman Publishing.

Yoon, J. & Onchwari, J. A. (2006). Teaching Young Children Science: Three Key Points. Early Childhood Education Journal, 33, 419-423.

33

- -

34

,

kallery@astro.auth.gr . / . . , . . , , . : , ,

An approach of astronomical concepts and events in early childhood

Maria Kalleri ABSTRACT In the current study we developed and implemented three units of activities aiming at acquainting preprimary children with astronomical concepts and events such as the sphericity of the earth and the sun, the movements of the earth and the day/night cycle. The activities were developed by a group composed of a researcher/facilitator and six teachers. Students were presented with appropriate information along with conceptual tools such as a globe and an instructional video. Action research processes were used to optimize classroom practices and to gather useful information for the final shaping of activities and instruction materials. In these activities, the approach to learning can be characterized as socially constructed. Results revealed awareness of the concepts and events that the activities dealt with in high percentages of children, childrens storage of new knowledge in the long term memory and easy retrieval from it, and childrens enthusiasm for the subject. KEY WORDS: EARLY CHILDHOOD EDUCATION, SPACE AREA, CONCEPTS, PHENOMENA

4 10 . . (Scorza, Miley, Odman, Madsen, 2006) (Kallery, 2000) .

(.. Baxter 1989, Nussbaum 1985, Nussbaum & Novak 1976, Vosniadou and Brewer, 1992) , , , : , , . , .

35

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, , . Schoultz, Saljo, Wyndhamn (2001) . . (Schoultz, Saljo, Wyndhamn, 2001). (Butterworth, Siegel, Newcombe & Dorfmann, 2002 Nobes et al., 2003) 4 8 . (Agan & Sneider 2004).

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36

.

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(context specific) (Nobes et al 2003, Schoultz, Saljo, Wyndhamn, 2001). , , (conceptual tools) ( Kallery 2007a).

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) (Vosniadou and Brewer, 1990). . .

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39

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Agan, L. & Sneider, C. (2004). Learning about the earths shape and gravity: A guide for teachers and curriculum developers. Astronomy Education Review, 2(2), 90-117.

Baxter, J. (1989). Childrens understanding of familiar astronomical events. International Journal of Science Education, Vol. 11, 502-513.

Buterworth, G., Siegal, M., Newcombe, P. A. & Dorfman, M. (2002). Models and Methodology in Childrens Cosmology, Unpublished manuscript.

Fleer, M. (1993). Science Education in Child Care. Science Education, 77(6), 561-573.

Guba, E. G. & Lincoln, Y. S. (1981). Effective Education. San Francisco, CA, Joseey-Bass).

Kallery, M. (2000). Childrens science questions and ideas provide an invaluable tool for the early years teacher. Primary Science Review, No. 61, Jan/Feb, pp 18-19.

, . (2007). . , ., , ., , .,& , ., (), , 5 , . : http://www.kodipheet.gr/fifth_conf/teyxosA.php.

Kallery, . (2007a). Astronomical concepts and events awareness for young children. Paper presented in the 6th International conference of the European Science Education Research Association (ESERA). Malmo, Sweden.

Merriam, S. B. (1988). Case study research in Education. A qualitative approach. San Francisco, Oxford: Jossey-Bass.

Nobes, G., Moore, D. G., Martin, A. E., Clifford, R., Buterworth, G., Panagiotaki, G. & Siegal, M. (2003). Childrens understanding of the earth in a multicultural ommunity: Mental models or fragments of knowledge?. Developmental Science, 6, 72.

Nussbaum, J. (1985). The Earth as a cosmic book, In Driver, R., Guesne, E., & Tiberghein, A. (Eds.) Childrens ideas in Science. Open University Press, Milton Keynes.

40

Nussbaum, J. & Novak (1976). An Assessment of Childrens concepts of the Earth Utilizing Structured Interviews. Science Education, 60, 535.

Scorza, Miley, Odman & Madsen. (2006). Universe awareness for young children. Paper presented in the XXVI General Assembly of the International Astronomical Union, Prague.

Schoultz, J., Saljo, R. & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts and

childrens understanding of elementary astronomy. Human Development, 44, 2/3, 103-118.

Valanides, N., Gritsi, F., Kampeza, M. & Ravanis, K. (2000). Changing pre-school childrens conceptions of the day/night cycle. International Journal of Early Years Education, Vol. 8, No. 1.

Vosniadou, S. & Brewer, W. F. (1990). A cross-cultural investigation of childrens conceptions about earth, sun and the moon: Greek and American data. In H. Mandl, E. De Corte, N. Bennett, & H. F. Friedrich (Eds.). Learning and Instruction: European research in an international context (Vol. 2.2, pp. 605-629). Oxford, UK: Pergamon.

Vosniadou, S. & Brewer, W. F. (1992). Mental Models of the Earth: A study of Conceptual Change in Childhood. Cognitive Psychology, 24, 535.

41

, / , kampeza@upatras.gr , . , (). . , , , . . : , , ,

Implementation of educational material for the instruction of elementary astronomical conceptsin

early childhood education Maria Kampeza

ABSTRACT The presentation focuses on an improvised model of the solar system that can be used complementary to other activities for the instruction of the alternation of day and night, the planets movement and the structure of the solar system. The model of the solar system consisted of an iron lamppost with a spherical lamp on top (approximately 1 meter high), which had nine thick steel wires of different length that could move around it. There were also nine planets made of foamed polystyrene having a hole in order to fit in each wire. The specific educational material was successfully implemented in some kindergarten classes in Patras, within the framework of a series of activities that aimed at the initiation of preschool children into elementary astronomical concepts. KEY WORDS: Educational material, elementary astronomical concepts, model, early childhood education

(learning with understanding). , , . .

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42

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. (Weil-Barais & Lemeignan, 1994. Lemeignan & Weil-Barais, 1997). .

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(, 2007, . 148) ( , , ) . , , . , , (

45

, ), .

, .

Baxter, J. (1995). Childrens Understanding of Astronomy and Earth Sciences. In S. M. Glynn & R. Duit (eds), Learning science in the schools: research reforming practice (pp. 155-177). NJ: Elbaum Associates.

Lemeignan, G. & Weil-Barais, A. (1997). . : .

Schoultz, J., Slj, R., Wyndhamm, J. (2001). Heavenly Talk: Discourse, Artifacts and Childrens Understanding of Elementary Astronomy. Human Development, 44, 103-118.

Sharp, G. J. (1999). Young Childrens Ideas about the Earth in Space. International Journal of Early Years Education, 7(2), 159-172.

Vosniadou, S., Brewer W.F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.

Weil-Barais, . & Lemeignan, G. (1994). Approche dveloppementale de lenseignement et de lapprentissage de la modlisation. In J. - L. Martinand et al., Nouveaux regards sur lenseignement et lapprentissage de la modlisation en sciences. INRP, Paris, 85-113.

, ., , ., , ., , ., (1996). : . , 7(1), 30-51.

, . (2007). . . . (.), 6 , (. 143-150). .

46

1, 2

1 , melina3@cytanet.com.cy 2. , c.p.constantinou@ucy.ac.cy

KWL 5-6 () , , () . , KWL, . 20 . , , . . . . , . : , ,

The effect of a structured teaching intervention on the development of young childrens

ability to formulate questions Melina Louka, Konstantinos Konstantinou

ABSTRACT We investigated the effect of inquiry and particularly a modified version of the instructional strategy KWL, on the ability of students aged 5 - 6 years (i) to identify possible causal relations in the frame of formulating questions, for phenomena that they identify on their own, and (ii) to formulate investigative questions. For this purpose, we developed instructional materials on the topic of mixtures adhering to the principles of inquiry and the strategy of KWL (What do we KNOW? What do we WANT to know? What did we LEARN?). The study was realised in three stages with 20 children as participants. At the first stage, individual interviews were conducted, from which, the ability to formulate investigative questions was evaluated. In the second stage, the instructional materials were enacted. The third stage comprised of a final evaluation based on interviews aiming to identify possible changes in the childrens ability to formulate investigative questions. The data analysis revealed specific difficulties that the children encounter in their attempts to formulate questions. The educational implications of this research are discussed, mainly in connection to the design of structured activity sequences for the development of the abilities of kindergarten children to formulate questions. KEYWORDS: Formulation of questions, causal relations, inquiry questions

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47

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48

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: , , , (Schafersman, 1997). , , , . Schirripa Steiner (2000) , . , , , (Keys, 1998). (Chin and Brown, 2002). (Rop, 2002).

49

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52

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3) . / , , . : , - .., ; ; ; ;. - . (Chin and Kayalvizhi, 2002, p. 276).

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53

2:

(=18)

( = 20)

(=12)

(= 20)

(=17)

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0.0 0.0 5.0 6.0 6.9 0.0 0.0 1.6 0.0 0.0 6.9 0.0 3.1 1.6

3.4 3.3 25.0 14.9 13.8 9.5 39.3 32.8 25.0 31.1 13.8 19.6 19.6 18.4

3.4 3.3 30.0 20.9 20.7 9.5 39.3 34.4 25.0 31.1 20.7 19.6 22.7 19.9

0.0 0.0 5.0 1.5 0.0 0.0 0.0 0.0 0.0 6.7 0.0 0.0 0.6 1.2

51.7 48.3 35.0 28.4 51.7 57.1 32.1 39.3 57.1 44.4 58.6 58.7 48.5 44.5

0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 7.1 4.4 0.0 0.0 1.2 0.6

51.7 48.3 35.0 28.4 51.7 57.1 32.1 39.3 64.3 48.9 58.6 58.7 49.7 45.2

6.9 3.3 10.0 17.9 0.0 0.0 0.0 0.0 0.0 2.2 0.0 6.5 2.5 5.6

34.5 28.3 15.0 10.4 27.6 16.7 21.4 13.1 10.7 4.4 20.7 8.7 22.1 14.0

3.4 5.0 5.0 4.5 0.0 2.4 0.0 1.6 0.0 2.2 0.0 0.0 1.2 2.8

0.0 11.7 0.0 16.4 0.0 14.3 7.1 11.5 0.0 4.4 0.0 6.5 1.2 11.2

37.9 45.0 20.0 31.3 27.6 33.3 28.6 26.2 10.7 11.1 20.7 15.2 24.5 28.0

100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

54

2 , . , 22.7% 19.9% 49.7% 45.2% , , , 0.6% 1.2%, 2.5% 5.6% 24.5% 28.0% . , , 1.2% 11.2 %. , , 0.0%-7.1% 4.4%-16.4% . (16.4%) , (4.4%). , , .

, Wilcoxon single rank test . 3 (p-value

55

4:

(=18)

(= 20)

(=12)

(= 20)

(=17)

(= 20)

(=20)

(= 20)

(=20)

(= 19)

(=17)

(= 18)

(=104)

(= 117)

96.6 83.3 95.0 79.1 100.0 83.3 92.9 86.9 92.9 88.9 100.0 93.5 96.3 85.4

3.4 16.7 5.0 20.9 0.0 16.7 7.1 13.1 7.1 11.1 0.0 6.5 3.7 14.6 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 5: .

N Mean Std.

Deviation Min Max N Mean

Std. Deviation

Min Max

18 1.56 0.62 1 3 18 0.06 0.24 0 1 20 2.50 0.76 1 4 20 0.50 0.83 0 2 12 1.58 0.67 1 3 12 0.08 0.29 0 1 20 2.65 1.09 0 4 20 0.70 0.92 0 3

17 1.71 0.92 1 3

17 0.00 0.00 0 0

20 1.75 0.91 0 4 20 0.35 0.49 0 1

20 1.30 0.66 0 3

20 0.10 0.31 0 1

20 2.65 1.31 1 5 20 0.40 0.68 0 2 20 1.30 0.47 1 2 20 0.10 0.45 0 2 19 2.11 0.94 0 4 19 0.26 0.56 0 2 . 18 1.61 0.78 0 3 . 18 0.00 0.00 0 0 18 2.39 0.98 1 4 18 0.17 0.51 0 2 20 7.85 3.15 3 13 20 0.30 0.57 0 2 20 13.70 3.88 7 21 20 2.35 2.89 0 12

56

6: Mann-Whitney test .

Mann-Whitney U 4.50 3.00 0.00 24.00 17.00 9.00 0.00

Wilcoxon W 175.50 81.00 153.00 234.00 227.00 180.00 210.00

Z -5.36 -4.27 -5.41 -5.20 -5.38 -5.30 -5.57 Asymp. P-value (2-tailed)

0.00 0.00 0.00 0.00 0.00 0.00 0.00

Exact P-value [2*(1-tailed Sig.)]

0.00 0.00 0.00 0.00 0.00 0.00 0.00

, , Mann-Whitney . 6 , , (p-value

57

1

, , , , . .

: . , , (), (). , . , . , Chin Brown (2002), (14%), . , , 3.7% , 14.6% . , , , , , . , . , , ,

Before_AfterTelikesArxikes

Estim

ated M

argin

al Me

ans

12.50

10.00

7.50

5.00

2.50

0.00

DierevnisimaMi dierevnisima

Katigoria

Estimated Marginal Means of Sinoloka

58

(Carr, 1998, White and Gunstone, 1992, Chin and Brown, 2002, Schirripa and Steiner, 2000, Chin and Chia, 2004).

, , (20.9%) . Miyake Norman (1979), (Van Zee et al., 2001). - .

, 1.2% 11.2 %, (16.4%), . , . Klahr Junlei (2006) .

: , , . . . , , . . . Chin Brown (2002) . , , , . , , , , , . , , , , , .

, , . , . . , , , , (Biddulph and Osborne, 1982).

59

, . , , . , : , . , . , . , . . , . , Eugene Ionesco , , .

Biddulph, F., & Osborne, R. (1982). Some Issues Relating to Childrens Questions and Explanations, LISP (P) Working Paper No. 106, University of Waikato, New Zealand.

Carr, E., & Ogle, D. (1987). KWL Plus: A Strategy for comprehension and Summarization. Journal of Reading, 30, 626-631.

Chin, C., & Brown, D. E. (2002). Student generated questions: a meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549.

Chin, C., & Chia, L. G. (2004). Problem based learning: using students questions to drive knowledge construction. Science Education, 88, 707-727.

Chin, C., & Kayalvizhi, G. (2002). Posing problems for open investigations: what questions do pupils ask; Research in Science & Technological Education, 20(2), 269-287.

Crawford, T., Kelly, G. J., & Brown, C. (2000). Ways of knowing beyond facts and laws of science: an ethnographic investigation of student engagement in science practices. Journal of Research in Science Teaching, 37(3), 237-258.

Dori, Y. J., & Herscovitz, O. (1999). Question posing capability as an alternative evaluation method: analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.

Hartford, F., & Good, R. (1982). Training chemistry students to ask research questions. Journal of Research in Science Teaching, 19(7), 559-570.

Keys, C. W. (1998). A study of grade six students generating questions and plans for open ended science investigations. Research in Science Education, 28(3), 301-316.

Klahr, D., & Junlei, L. (2006). The psychology of scientific thinking: implications for science teaching and learning. In J. Rhoton & P. Shane (Eds), Teaching Science in the 21st Century. National Science Teachers Association and National Science Education Leadership Association: NSTA Press.

Kuhn, D. (1989). Children and adults as cognitive scientists. Psychological Review, 96, 674-689.

Kuhn, D., & Pearsall, S. (2000). Development Origins of Scientific Thinking. Journal of Cognition and Development, 1(1), 113-129.

60

Marbach, A. G., & Sokolove, P. G. (2000). Can undergraduate biology students learn to ask higher level questions? Journal of Research in Science Teaching, 37(8), 854-870.

Marx, A., Fuhrer, U., & Hartig, T. (2000). Effects of classroom seating arrangements on childrens question asking. Learning Environments Research, 2, 249-263.

Marzano, R., & Pickering, D. (1997). Dimensions of learning teachers manual. Washington, DC: Association for Supervision and Curriculum Development.

National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.

Ogle, D. S. (1986). K-W-L group instructional strategy. In A. S. Palincsar, D. S. Ogle, B. F. Jones, & E. G. Carr (Eds.), Teaching reading as thinking (Teleconference Resource Guide, pp. 11-17). Alexandria, VA: Association for Supervision and Curriculum Development.

Rop, C. F. (2002). The meaning of student inquiry questions: a teachers beliefs and responses. International Journal of Science Education, 24(7), 717-736.

Ruffman, T., Perner, J., Olson, D. R., & Doherty, M. (1993). Reflecting on Scientific Thinking: Childrens understanding of the hypothesis evidence relation. Child Development, 64, 1617-1636.

Schafersman, S. D. (1997). An introduction to Science: Scientific Thinking and the Scientific Method. Miami university press.

Schirripa, S. C., & Steiner, E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37(2), 210-224.

Van Zee, E. H., Iwasyk, M., Kurose, A., Simpson, D., & Wild, J. (2001). Student and teacher questioning during conversations about science. Journal of Research in Science Teaching, 38(2), 159-190.

Yoon, J., & Onchwari, J. A. (2006). Teaching young children science: three key points. Early Childhood Education Journal, 33(6), 419-423.

, . ., , ., , ., & , . (2002). - . : . . .

61

1, 2 1 , 43 , mbessi@sch.gr

2 , , xgrammatikou@yahoo.gr . , , , . , , , . : , , , , .

Experiments and activities with the air Marina Bessi, Chrysoula Grammatikou

ABSTRACT In the present project the approach to the meaning air is presented by means of a work plan carried out for pre-school children. Taking learning approaches and educational practices appropriate for children of this age into consideration an enriched school environment suitable for researches, experimentations and discoveries was formed. Developing most of the childrens spontaneous interests as a starting point and as a basis of necessities, skills and experiences of their existing knowledge, attractive learning experiences, individual and team activities in a intersubjectivity style with meaning and interest for children themselves were organised. KEYWORDS Air, wind, intercurriculum approach, experiment, project.

, , , . , , . , . . , - . () , , . , . ,

62

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, , . , . . , . , , , , , , . , , , (, ., , .& , ., 2005, . 87)

, , , . , . , , . . . , ,

63

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, ) 4. : 1. , - 2. ( , , ) 3. ( , ,

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64

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COPPLE - SIGEL - SAUNDERS KAMII DEVRIES:

eirp@otenet.gr

. , , . . , Kamii - DeVries Copple - Sigel - Saunders, Piaget. . : , ,

The approach of significance of gravity with base the combinational model of COPPLE - SIGEL -

SAUNDERS AND KAMII - DEVRIES: A instructive intervention in children of preschool age Irene Papachristou

ABSTRACT The intellectual development of children constitutes one of the basic aims of most pre-school educational programmes. Up-to-date scientific facts point that through game it is possible for children to develop images for substantial physical notions in such a way that the complete development of children is promoted as well as their preparation for school. Physical sciences are able to help toddlers construct fundamental usual notions and at the same time enhance their mental abilities. This paper initially refers to the characteristics of pre-school-children thought and to the role of the physics in kindergarten. Then, Kamii -DeVries and Copple Sigel - Saunders programmes, which are exclusively based on Piagets epistemological and genetic - developmental theory, are examined. Based on this theoretical framework and a combinational model of the above programmes, this paper describes the teaching interference to pre-school children in order for them to become familiar with the notion of gravity. KEY WORDS: GRAVITY, PHYSICAL SCIENCES, PRE-SCHOOL EDUCATION

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. Copple - Sigel Saunders, .

. (2004) , , . . . , Kamii - DeVries Copple - Sigel Saunders Piaget. 15 4-6 , . 2007-2008. PIAGET

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. , , . , , , , , . , 5 , 4 , 8 (, 2002). PIAGET Kamii DeVries

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72

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76

1, 2

1 , mpoimenidou@uth.gr 2 . , mariapap@uth.gr

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The contribution of Elucidation in Sciece Activities in Early ChildhoodEducation

Maria Poimenidou, Maria Papadopoulou ABSTRACT Through science activities children discover the world. The scaffolding of knowledge requires the use of explanations. This procedure, usually, brings about the reorganization of the schematic structure of the activities genres, introducing a supplementary stage of Elucidation. Ostensibly, Elucidation appears to add useful information in construing experience and constructing the meaning. This paper explores the contribution of Elucidation in Science activities. The activities were video-taped in different nursery classrooms and their task was the map and the magnets correspondingly. Discourse Analysis, with selective use of Systemic Functional Grammar and Genre Theory, reveals that Elucidation does not always support effectively the educational goal. Key words: Elucidation,recontextualization, genres, genre's stages

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