Thermal Conduction in Metals: Mental Representations in 5-6 Years Old Children’s Thinking

https://doi.org/10.24042/jipfalbiruni.v8i1.3737

George Κaliampos, Konstantinos Ravanis

Abstract


In this paper, we present the findings of research on mental representations of thermal conduction on the metal of children aged 5-6 years. The research was carried out using interviews of 87 urban area kindergarten students in Greece. The children were asked for predictions and macroscopic descriptions of phenomena illustrated in 3 different tasks during which simple thermal conduction experiments were performed with both daily and non-daily materials. The research results clearly show the vast majority of children express mental representations which are far from the scientific models used in education. Moreover, many children can make predictions on heat conduction without being able to analyze their way of thinking. Finally, differences were found in heat conduction on familiar and non-familiar materials used by children. Findings of the current research study are likely to equip teachers with the appropriate basic tools for designing their teaching interventions in the lessons of heat and thermal conduction for children aged 5-6 years.

Keywords


five-six years old students; mental representations; thermal conduction

Full Text:

PDF

References


Bar, V. (1989). Children’s views about the water cycle. Science Education, 73(4), 481–500.

Bar, V., & Galili, I. (1994). Stages of children’s views about evaporation. International Journal of Science Education, 16(2), 157–174.

Borgerding, L. A., & Raven, S. (2018). Children’s ideas about fossils and foundational concepts related to fossils. Science Education, 102, 414–439.

Boyes, E., & Stanistreet, M. (1991). Development of pupils’ ideas of hearing and seeing – the path of light and sound. Research in Science and Technology Education, 9, 223–244.

Christidou, V., Kazela, K., Kakana, D., & Valakosta, M. (2009). Teaching magnetic attraction to preschool children: a comparison of different approaches. The International Journal of Learning, 16(2), 115–128.

Cruz-Guzmán, M., García-Carmona, A., & Criado, A. M. (2017). Aprendiendo sobre los cambios de estado en educación infantil mediante secuencias de pregunta-predicción comprobación experimental. Enseñanza de Las Ciencias, 35(3), 175–193.

Delegkos, N., & Koliopoulos, D. (2018). Constructing the “energy” concept and its social use by students of primary education in Greece. Research in Science Education. https://doi.org/doi: 10.1007/s11165-018-9694-y

Delserieys, A., Impedovo, M., Fragkiadaki, G., & Kampeza, M. (2017). Using drawings to explore preschool children’s ideas about shadow formation. Review of Science, Mathematics and ICT Education, 11(1), 55–69.

Delserieys, A., Jégou, C., Boilevin, J. ., & Ravanis, K. (2018). Precursor model and preschool science learning about shadows formation. Research in Science and Technological Education, 36(2), 147–164.

Fragkiadaki, G., & Ravanis, K. (2015). Preschool children’s mental representations of clouds. Journal of Baltic Science Education, 14(2), 267–274.

Hazel, A., & Bolden, G. (2013). The conversation analytic approach to transcription. In J. Sidnell& T. Stivers. In The handbook of conversation analysis (56–76). Malden, USA: Wiley-Blackwell.

Kada, V., & Ravanis, K. (2016). Creating a simple electric circuit with children between the ages of five and six. South African Journal of Education, 36(2), 1–9.

Kalogiannakis, M., Nirgianaki, G. ., & Papadakis, S. (2018). Teaching magnetism to preschool children: the effectiveness of picture story reading. Early Childhood Education Journal, 46(5), 535–546.

Kaltakci-Gurel, D., Eryilmaz, A., & McDermott, L. C. (2016). Identifying pre-service physics teachers’ misconceptions and conceptual difficulties about geometrical optics. European Journal of Physics, 37(4).

Kampeza, M., Vellopoulou, A., Fragkiadaki, G., & Ravanis, K. (2016). The expansion thermometer in preschoolers’ thinking. Journal of Baltic Science Education, 15(2), 185–193.

Küçüközer, H., & Bostan, A. (2010). Ideas of kindergarten students on the day-night cycles, the seasons, and the moon phases. Journal of Theory and Practice in Education, 6(2), 267–280.

Levins, L. (1992). Students’ understanding of concepts related to evaporation. Research in Science Education, 22, 263–272.

Métioui, A., & Trudel, L. (2010). Evolution of student teachers’ conceptions about light following constructivist didactic activities. In Research in Didactics of the Sciences: Monograph (249–252). Krakov, Poland: Pedagogical University of Krakov.

Métioui, A., & Trudel, L. (2012). The model of the rectilinear propagation of light and the study of the variation of the size of a shadow. US-China Education Review, 2(9), 173–186.

Nasser, N., El Khouzai, M., & Taoufik, M. (2018). Analyses des représentations des apprenants de tronc commun Marocain en interactions mécaniques (3éme loi de Newton) - Cas de la direction provinciale de l’Éducation Nationale de Settat. European Scientific Journal, 14(36), 159–173.

Ntalakoura, V., & Ravanis, K. (2014). Changing preschool children’s representations of light: A scratch based teaching approach. Journal of Baltic Science Education, 13(2), 191–200.

Okulu, H. Z., & OğuzÜnver, A. (2018). The process of facilitating knowledge acquisition and retention: An inquiry into magnetic poles with challenging questions. International Education Studies, 11(5), 25–37.

Pantidos, P., Herakleioti, E., & Chachlioutaki, M. (2017). Reanalysing children’s responses on shadow formation: a comparative approach to bodily expressions and verbal discourse. International Journal of Science Education, 39(18), 2508–2527.

Papandreou, M., & Terzi, M. (2011). Exploring children’s ideas about natural phenomena in kindergarten classes: designing and evaluating “eliciting activities.” Review of Science, Mathematics and ICT Education, 5(2), 27–47.

Ravanis, K. (2014). Les représentations des enfants de 5-6 ans sur la fusion et la solidification du sel, comme support pour le déploiement des activités didactiques. International Journal of Research in Education Methodology, 6(3), 943–947.

Ravanis, K. (2017). Early Childhood Science Education: state of the art and perspectives. Journal of Baltic Science Education, 16(3), 284–288.

Ravanis, K., & Bagakis, G. (1998). Science education in kindergarten: Sociocognitive perspective. International Journal of Early Years Education, 6(3), 315–327.

Ravanis, K., & Boilevin, J. . (2009). A comparative approach to the representation of light for five-, eight- and ten-year-old children: didactical perspectives. Journal of Baltic Science Education, 8(3), 182–190.

Ravanis, K., Papandreou, M., Kampeza, M., & Vellopoulou, A. (2013). Teaching activities for the construction of a precursor model in 5-6 years old children’s thinking: the case of thermal expansion and contraction of metals. European Early Childhood Education Research Journal, 21(4), 514–526.

Ravanis, K., & Κaliampos, G. (2018). Mental representations of 14-15 years old students about the light propagation time. Jurnal Pendidikan Progresif, 8(2), 44–52.

Russell, T., Harlen, W., & Watt, D. (1989). Children’s ideas about evaporation. International Journal of Science Education, 11(5), 566–576.

Sabirova, F. M., & Deryagin, A. V. (2018). The creation of junior schoolchildren’s interest in the experimental study of physical phenomena using the elements of the technology of problem-based. International Journal of Engineering & Technology, 7(2), 150–154.

Saçkes, M. (2015). Young children’s ideas about earth and space science concepts. In Research in early childhood science education (35–36). Netherlands: Springer.

Smith, L. L., & Samarakoon, D. (2017). Teaching kindergarten students about the water cycle through arts and invention. Journal of STEM Arts, Crafts, and Constructions, 2(1), 60–78.

Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Education, 22(5), 447–467.

Tytler, R. (2000). A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Education, 22(5), 447–467. https://doi.org/10.1080/095006900289723

Weil-Barais, A. (2001). Constructivist approaches and the teaching of science. Prospects, 31(2), 187–196.




DOI: https://doi.org/10.24042/jipfalbiruni.v8i1.3737

Article Metrics

Abstract views : 226 | PDF downloads : 85

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Ilmiah Pendidikan Fisika Al-Biruni

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

Jurnal Ilmiah Pendidikan Fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © UIN Raden Intan Lampung. All rights reservedp-ISSN 2303-1832 | e-ISSN 2503-023X