16 research outputs found
Representations of technology in the âTechnical Storiesâ for children of Otto Witt, early 20th century Swedish technology educator
US and Turkish preschoolersâ observational knowledge of astronomy
The purpose of this cross-cultural study was to describe and compare US and Turkish children's observational knowledge of the day and night cycle and to identify similarities predicted by framework theory. Fifty-six (27 US and 29 Turkish) young children (ages 48â60 months) participated in the study. Semi-structured interviews were individually conducted, digitally recorded, transcribed, and analyzed using the constant comparative method. The results demonstrate that preschoolers from the two cultures are able to make comparable informal observations of the sky, and their observational knowledge includes many similarities, with one exception, as predicted by framework theory. US children were more likely to perform better than the Turkish children on the question about the time of observation for the moon. Although science concepts and skills are better represented in US early childhood education programs than the Turkish program, the results suggest that this advantage did not translate into performance differences between US and Turkish children
Using a Planetarium Software Program to Promote Conceptual Change with Young Children
This study explored young childrenâs under- standings of targeted lunar concepts, including when the moon can be observed, observable lunar phase shapes, predictable lunar patterns, and the cause of lunar phases. Twenty-one children (ages 7â9 years) from a multi-aged, self-contained classroom participated in this study. The instructional intervention included lunar data gathering, recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases. Data were gathered using semi-structured interviews, student drawings, and a card sorting activity before and after instruction. Studentsâ lunar calendars and written responses, participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed using constant comparative analysis. Nonparametric statistical analyses were also performed to support the qualitative findings. Results reflected a positive change in childrenâs conceptual understanding of all targeted concepts including the cause of moon phases, which is remarkable considering the complexity and abstractness of this spatial task. Results provided evidence that computer simulations may reduce the burden on childrenâs cognitive capacity and facilitate their learning of complex scientific concepts that would not be possible to learn on their own
Kindergarten studentsâ levels of understanding some science concepts and scientific inquiry processes according to demographic variables (The sampling of kilis province in Turkey)
The purpose of this study is to identify the kindergarten studentsâ levels of understanding some science concepts (LUSSC) and scientific inquiry processes (SIP) and compare their LUSSC and SIP in terms of some demographic variables. Also, another purpose of this study is to identify the predictive power of those demographic variables over the kindergarten studentsâ LUSSC and SIP. This study was conducted according to quantitative research design. The study group consisted of 335 kindergarten students from 20 different rural and urban schools. In the study, the scale for âtur Kindergarten Studentsâ Understandings of Scientific Concepts and Scientific Inquiry Processesâ was used. According to some variables (such as motherâs education level and family structure), there was a statistically significant difference between studentsâ mean scores for LUSSC and between studentsâ mean scores for SIP. Within the scope of this study, it was found that among the predictor variables (age, familyâs income level, and number of brother/sister) were significant predictors for LUSSC, and number of brother/sister was a significant predictor for SIP. © 2016 The Author(s)
Representations of technology in the âTechnical Storiesâ for children of Otto Witt, early 20th century Swedish technology educator
Children's fiction in school libraries have played and still play a role in mediating representations of technology and attitudes towards technology to schoolchildren. In early 20th century Sweden, elementary education, including textbooks and literature that were used in teaching, accounted for the main mediation of technological knowledge to schoolchildren. An investigation of children's literature for schools is therefore important in order to understand what was considered worth knowing about technology at the time. The aim of this article is therefore to analyse the representations of technology and attitudes towards technology that were mediated through two children's fiction books in Swedish elementary school libraries in the 1910s. We have limited the analysis of empirical material to the books Technical Stories for Young and Old (Tekniska sagor for stora och smAyen, 1914) and Technical Stories of the War for Young and Old (Krigets tekniska sagor for stora och smAyen, 1915) by the Swedish inventor, author and technology educator Otto Witt. Gauging Witt's influence on the schoolchildren and educators of his time is very difficult, but in this first English-language article on his "technical stories" one can conclude that he was in many ways unique and probably fairly well-read in the schools of early 20th century Sweden and onward. He was also a particularly perceptive forerunner of today's technology and science educators in his use of anthropomorphism as an educational tool
Cetacean frustration: the representation of whales and dolphins in picture books for young children
To enable children to develop towards becoming part of the solution to environmental problems, it is essential that they are given the opportunity to become familiar with the natural world from early childhood. Familiarity is required to develop understanding of, care for and, ultimately, action in terms of protecting the natural world. As adult-led reading of picture books is a common form of indirect exposure to the natural world for young children, this study examines the biological accuracy of the representation of whales and dolphins in the images and text of picture books. Of the total of 116 books examined, 74 (63.8 %) had errors in the representation of cetaceans in the images and/or text. Errors were identified in both fictional (mean = 8.0 errors/book, SD = 11.1, n = 55) and nonfictional (mean = 2.3 errors/book, SD = 4.9, n = 61) books. The potential impact of the errors is discussed, and suggestions are made as to how the impact could be reduced and how the biological accuracy of picture books could be improved
From Story to Science: The Contribution of Reading Fiction and Hybrid Stories to Conceptual Change with Young Children
WOS: 000478898800005This quasi-experimental study with 34 preschoolers explores how fictional and hybrid storybooks contribute to conceptual changes in preschoolers' understanding of lunar concepts. Interviews and children's drawings before and after reading sessions provided the data. Findings revealed that (i) young children have intuitive knowledge and alternative explanations from their experiences and lay culture, (ii) storybook messages and illustrations cause misconceptions and (iii) hybrid stories increase protoscientific explanations among children of both genders. Combining accurate scientific information and enjoyable context makes hybrid storybooks effective edutainment for preschoolers.Ahi Evran University Scientific Research Projects Coordination UnitAhi Evran University [EGT.A4.18.020]The study was supported by the Ahi Evran University Scientific Research Projects Coordination Unit. Project number: EGT.A4.18.020