Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Education Sciences, Год журнала: 2024, Номер 14(6), С. 565 - 565

Опубликована: Май 24, 2024

The two goals of this study are to examine the impact an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and explore association between environment quality children’s self-regulated learning. A total 110 children (Mage = 60 months) 20 teachers from preschools kindergartens in rural regions Idaho, U.S., participated mixed-methods August 2022 May 2023. Children’s teachers’ pre-test post-test data were collected using validated observation tools, surveys, reflection journals. results repeated measures ANOVA linear mixed regression show that there statistically significant increases learning scores efficacy metacognitive knowledge, but not regulation skill post-PD. Thematic analysis revealed evidence about interests inquiry skills, activities supported other subjects developmental domains (e.g., literacy, mathematics, social-emotional skills). Our indicate potential for supporting young by training implement a developmentally appropriate, hands-on curriculum focuses on reflective thinking holistic understanding concepts process skills.

Язык: Английский

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An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

SN Social Sciences, Год журнала: 2023, Номер 3(1)

Опубликована: Янв. 12, 2023

Язык: Английский

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Comparing the impact of physical and virtual manipulatives in different science domains among preschoolers

Science Education, Год журнала: 2024, Номер 108(4), С. 1162 - 1190

Опубликована: Апрель 6, 2024

Abstract This study aimed to investigate whether the presence (when using physical manipulatives [PMs]) or absence virtual [VMs]) of haptic sensory feedback (i.e., open‐ended manipulation materials with use hands) during experimentation can impact preschoolers’ conceptual understanding concepts concerning three different subject domains balance beam, sinking/floating, and springs). The participants were 132 preschoolers (5–6 years old), 44 per domain, who equally divided into two conditions differing in means (PM VM) they used. data this exploratory collected through clinical interviews analyzed both qualitatively quantitatively. findings indicated that mean score improved for each (probably) as a result their participation phase interviews, across all conditions. No statistically significant difference learning between was found beam domain. In sinking/floating VM be more conducive than PM, whereas springs domain PM have enhanced did. These important implications science teaching early childhood years. First, we provide information on when is kindergarteners’ learning. Second, report how prior embodied knowledge, established input related task at hand, affects experimentation.

Язык: Английский

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The transformation of children’s mental representations of 5-6 year olds for coagulation: precursor models through a storytelling approach

Journal of Physics Conference Series, Год журнала: 2024, Номер 2871(1), С. 012010 - 012010

Опубликована: Окт. 1, 2024

Abstract The current study presents the results of a qualitative research on mental representations children aged 5-6 years regarding coagulation everyday materials. Initially, children’s butter and chocolate were studied in pre-test through three different tasks. Subsequently, teaching intervention was implemented based storytelling approach, which is embedded socio-constructivist perspective with aim establishing precursor model thinking about coagulation. Finally, post-test, after studied. showed that have made significant progress post-test as majority them recognize cooling factor above

Язык: Английский

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Developing a research instrument to record pre-school teachers’ beliefs about teaching practices in natural sciences

South African Journal of Education, Год журнала: 2023, Номер 43(1), С. 1 - 16

Опубликована: Фев. 28, 2023

In the last 30 years, 4 distinct theoretical approaches have been described for early childhood science education. The are, empiricist, Piagetian, socio-cognitive and socio-cultural. Drawing on differences among these regarding framework adopted in teaching, role that is assigned to teacher during activity actions are expected from children, we aimed serve 2 purposes with this research. Firstly, elicit in-service pre-school teachers’ beliefs about teaching practices natural sciences record match. To fulfil purpose, a new instrument was developed. Secondly, examine instrument’s validity reliability. participants study were 94 teachers who served public schools prefectures Greece. Research findings suggest tend state they mainly adopt fit empiricist approach while not used so often. Finally, seem rarely follow socio-cultural Piagetian approaches.

Язык: Английский

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Razonamiento de los estudiantes de preescolar sobre los fenómenos físicos

Perfiles Educativos, Год журнала: 2023, Номер 45(182), С. 105 - 118

Опубликована: Сен. 29, 2023

En este trabajo se presenta un análisis de cómo establecen inferencias los estudiantes preescolar para interpretar y comprender fenómenos físicos. Con base en la aproximación epistemológica-inferencial las representaciones, determinan herramientas epistémicas con cuales sus razonamientos. Las niñas niños que participaron son preescolares una zona rural, fueron entrevistados ante situaciones experimentales su experiencia cotidiana el sonido. Los resultados muestran conjunto constituyen modelo o representación funcional les permite a llevar cabo razonamientos coherentes complejos. conclusiones llevan conveniencia que, procesos enseñanza ciencias, tengan experiencias diversas representaciones externas actividades donde atiendan manera específica razonamiento.

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LA CHALEUR ET LA TEMPÉRATURE DANS LA PENSÉE DES ÉLÈVES DE 16 ANS / HEAT AND TEMPERATURE IN THE MINDS OF 16-YEAR-OLDS

European Journal of Education Studies, Год журнала: 2024, Номер 11(6)

Опубликована: Апрель 13, 2024

<p>Cet article présente une recherche sur la question de compréhension des concepts chaleur et température ainsi que phénomènes liés à ces deux concepts. La était qualitative a été menée avec entretiens guidés élèves d'environ 16 ans. Les se sont vu présenter 6 tâches virtuelles base desquelles les discussions ont eu lieu. résultats montré difficultés identifier traiter concepts, car ils influencés par expériences vie quotidienne.</p><p>This presents research on the of understanding heat and temperature as well phenomena related to these two The was conducted with guided interviews students around age 16. were presented virtual tasks basis which took place. results showed that have difficulty identifying processing they are influenced by everyday life experiences.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0118/a.php" alt="Hit counter" /></p>

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Condensation and Precipitation of Water Vapor: The Emergence of a Precursor Model through the Engineering Design Process

Education Sciences, Год журнала: 2024, Номер 14(7), С. 757 - 757

Опубликована: Июль 11, 2024

Early Childhood Science Education, within a wide range of research topics, studies mental representations children aged 3–8 years about natural phenomena. Recently, there has been strong scientific interest in the way construct precursor models. The current study attempts to address children’s clouds, as well condensation and precipitation water vapour. To fulfill this goal, qualitative was implemented involving 19 preschool children. Specifically, survey included pre-tests post-tests for recording representations, structured teaching process. main activities process followed four stages Engineering Design Process STEAM approach, adapted both cognitive needs conditions real classroom. results showed that most age (mean age: 5.05 years) were able approach concepts precipitation, cloud creation. It seems, therefore, it is possible young initial be transformed into compatible with school knowledge. Finally, data lead conclusion are capable constructing model clouds phenomena precipitation.

Язык: Английский

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Effectiveness of an Inquiry-Based Science Program on Enhancing Science Process Skills and Knowledge Among Moroccan Preschool Children

International Journal of Educational Methodology, Год журнала: 2024, Номер volume-10-2024(volume-10-issue-4-november-2024), С. 543 - 558

Опубликована: Сен. 9, 2024

<p style="text-align:justify">This study evaluates the effectiveness of a twelve-week Inquiry-Based Science (IBS) program on enhancing science process skills and scientific knowledge among preschool children in Morocco. Conducted quasi-experimental setting, it involved 105 (M = 60.46 months, SD 4.32), with 37 IBS group 68 control group. The utilized 5Es instructional model Engineering Design Process (EDP) to engage active, hands-on learning experiences. Statistical analysis demonstrated that achieved substantial improvements both relative group, between-group effect sizes (Cohen’s d) ranging from 1.02 2.31. These findings highlight significant impact structured inquiry-based approaches early childhood education. underscores need for integrating such methods into curriculum foster understanding young age, thereby better preparing Moroccan future academic professional challenges. results advocate educational stakeholders consider adopting frameworks enhance overall quality education Morocco.</p>

Язык: Английский

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IDÉES DES ENSEIGNANTS DU MATERNELLE PAR RAPPORT À L’APPROCHE CONSTRUCTIVISTE COMME CADRE DE L’INITIATION DES ENFANTS EN SCIENCES PHYSIQUES / KINDERGARTEN TEACHERS' IDEAS ABOUT THE CONSTRUCTIVIST APPROACH AS A FRAMEWORK FOR INTRODUCING CHILDREN TO THE PHYSICAL SCIENCES

European Journal of Education Studies, Год журнала: 2024, Номер 11(10)

Опубликована: Авг. 22, 2024

<p>Cet article présente une recherche sur la question de reconnaissance et l'utilisation du constructivisme en tant que cadre puissant pour le développement d'activités scientifiques dans l'éducation petite enfance. La était qualitative a été menée avec des entretiens ouvertes d’un questionnaire institutrices expérimentées futures enseignantes. Les résultats l'enquête ont montré plusieurs enseignantes stagiaires-futures reconnaissent généralement les caractéristiques clés constructivisme, mais abordent sans stabilité ni cohérence absolue. Cet se termine par discussion l'importance domaine enfance.</p><p>This presents research on the issue of recognition and use constructivism as powerful framework for development scientific activities in early childhood education. The was conducted using open interviews with experienced future teachers. results survey showed that many teachers trainee-future generally recognised key characteristics but approached them without absolute stability or consistency. concludes importance this field childhood.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0759/a.php" alt="Hit counter" /></p>

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