Construction of a Precursor Model for the Concept of Rolling Friction in the Thought of Preschool Age Children: A Socio-cognitive Teaching Intervention
- 278 Downloads
The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.
KeywordsPreschool education Friction Precursor model Teaching strategy Socio-cognitive approach
- American Association for the Advancement of Science (AAAS) Project 2061. (1999). Dialogue on early childhood science, mathematics, and technology education. Retrieved December 19, 2006, from http://www.project2061.org/publications/earlychild/online/default.htm.
- Conezio, K., & French, L. (2002). Science in the preschool classroom: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Children, 57(5), 12–19.Google Scholar
- Crahay, M., & Delhaxhe, A. (1988). Agir avec les rouleaux. Agir avec l’eau. [Act with rollers. Act with water]. Bruxelles, Belgium: Labor.Google Scholar
- Doise, W., & Mugny, G. (1984). The social development of the intellect. New York: Pergamon.Google Scholar
- European Commission. (2003). Implementation of “Education and Training 2010” work programme, work group “Increasing participation in math, sciences and technology” (Progress report). Retrieved December 19, 2006, from http://europa.eu.int/comm/education/policies/2010/doc/maths_sciences_en.pdf.
- Fleer, M. (1991). Socially constructed learning in early childhood science education. Research in Science Education, 21(1), 132–139.Google Scholar
- French Ministry of Education. (2006). Enseignements des Sciences et de la Technologie à l’école. [Teaching science and technology at primary school]. Retrieved December 19, 2006, from http://eduscol.education.fr/D0027/EXSREF02.htm.
- Hibon, M. (1996). La Physique est un jeu d’enfant. [Physics is a child’s play]. Paris: A. Colin.Google Scholar
- Howe, A. (1993). Science in Early Childhood Education. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 225–235). New York: McMillan.Google Scholar
- Kamii, C. (1982). La connaissance physique et le nombre à l’école enfantine. Approche piagétienne. [Physical knowledge and the number in preschool education. Piagetian approach]. Genève, Switzerland: Université de Genève.Google Scholar
- Kamii, C., & De Vries, R. (1978). Physical knowledge in preschool education: Implications of Piaget’s theory. Englewood Cliffs, New Jersey: Prentice Hall.Google Scholar
- Kamii, C., & De Vries, R. (1993). Physical knowledge in preschool education: Implications of Piaget’s theory. New York: Teachers College Press.Google Scholar
- Kampeza, M. (2006). Preschool children’s ideas about the Earth as a cosmic body and the day/night cycle. Journal of Science Education, 5(1), 119–122.Google Scholar
- Koliopoulos, D., Tantaros, S., Papandreou, M., & Ravanis, K. (2004). Preschool children’s ideas about floating: a qualitative approach. Journal of Science Education, 5(1), 21–24.Google Scholar
- Lemeignan, G., & Weil-Barais, A. (1993). Construire des concepts en Physique. [Constructing concepts in Physics]. Paris: Hachette.Google Scholar
- Martinand, J.-L. (1986). Connaître et transformer la matière. [Knowing and transforming matter]. Berne, Switzerland: Peter Lang.Google Scholar
- Metz, K. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65(2), 93–127.Google Scholar
- Paulu, N., & Martin, M. (1992). Helping your child learn science. Washington: U.S. Department of Education.Google Scholar
- Ravanis, K. (2005). Les Sciences Physiques à l’école maternelle: éléments théoriques d’un cadre sociocognitif pour la construction des connaissances et/ou le développements des activités didactiques. [Natural sciences in kindergarten: A socio-cognitive framework for learning and teaching]. International Review of Education, 51(2/3), 201–218.CrossRefGoogle Scholar
- Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.Google Scholar
- Stead, K., & Osborne, R. (1981). What is friction? Some children’s ideas. Australian Science Teachers Journal, 27(3), 310–329.Google Scholar
- Tsagliotis, N. (1997). Aspects of conceptual change of 10–11 year-old children in England and in Greece: the concept of frictional force. Unpublished M.Phil. Thesis, Nottingham Trent University, Nottingham, UK.Google Scholar
- Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.Google Scholar
- Weil-Barais, A. (2001). Constructivist approaches and the teaching of science. Prospects, 31(2), 187–196.Google Scholar