Young Children’s Path to Conceptual Change in the Context of Questioning-Exploration-Experience Learning

By Sing-pui Chan and Mei-lin Cheng.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This paper reports a preliminary study of the characteristics of young children’s understandings that are likely to bring about conceptual change in a classroom setting. This study is grounded on the sociocultural perspective and contemporary views of concept development and learning. A group of five- to six-year-old children’s concept learning of weighing scales in the context of Questioning-Exploration-Experience (QEE) learning is explored. Qualitative methods of data collection and analysis are adopted. A path of young children’s characteristics of understandings leading to conceptual change is portrayed. Several distinctive features salient to the design of instructional strategies are implied. Results of the study confirm that human mental activity operating in the social processes, which situates in a specific cultural context, is conducive to young children’s conceptual change.

Keywords: Young Children, Conceptual Change, Concept Learning

The International Journal of Learning, Volume 16, Issue 12, pp.1-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.295MB).

Sing-pui Chan

Lecturer, Early Childhood Education, The Hong Kong Institute of Education, Hong Kong, China

Research interests are constructivist teaching and learning, young children's language development and learning.

Mei-lin Cheng

Lecturer, Early Childhood Education, The Hong Kong Institute of Education, Hong Kong, China

Research interests are constructivist teaching and learning, young children's scientific and mathematical thinking.

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