Sciences Activities in Preschool Education: Effective and Ineffective Activities in a Piagetian Theoretical Framework for Research and Development
This paper presents two researches in which children 6 years of age approximately, participated in activities organized according to pagetian strageties. In the first research children detect magnets and their properties and in the second they discover the factors that friction depends on. Furthermore, the findings from two preliminary studies conducted, concerning the content of the activities in principle, determined the educative designing of the two researches. Namely, although the activities of two researches are oriented to pagetian framework, they have different educative content which leads to different level of progress in children’s thought.
||Piagetian Framework, Preschool Education, Effective Science Activities, Ineffective Science Activities, Material Objects
The International Journal of Learning, Volume 15, Issue 2, pp.123-132.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 624.975KB).
Professor in Science Education, Department of Educational Sciences and Early Childhood Education, University of Patras, Rion-Patras, Greece
Konstantinos Ravanis is Professor in Science Education at the Department of Educational Sciences and Early Childhood Education, University of Patras, Greece. His research interests and publications focus on developing scientific knowledge and activities that facilitate the understanding of science at all levels of schooling.Among his publications are (a) ‘Studying the recontextualisation of science in preschool classrooms: Drawing on Bernstein’s insights into teaching and learning practices’ (with A. Tsatsaroni and A. Falaga, International Journal of Science and Mathematics Education 1(4), 2003), (b) ‘What factors does friction depend on? A socio-cognitive teaching intervention with young children’ (with D. Koliopoulos and Y. Hadzigeorgiou, International Journal of Science Education 26(8), 2004).
Adjunct Lecturer in Science Education, Department of Preschool Education, University of Crete, Rethymnon, Crete, Greece
Panagiotis Pantidos has specialized in Science Education for his Ph.D at the Department of Educational Sciences and Early Childhood Education, University of Patras, Greece. His research interests concern applied semiotics into physics teaching and learning by means of theater semiotics theory.His publications are (a) ‘The use of drama in science education: The case of Blegdamsvej Faust (with K. Spathi and E. Vitoratos, Science & Education 10(1), 2001), (b) ‘Kinesthetic transverse wave propagation’ (with P. Patapis, The Physics Teacher 43(6),2005).
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