Designing teaching activities for kindergarten: student-teachers' proposals for the rainbow



The present paper discusses a pathway to study pre-service teachers’ actual knowledge through their designed teaching activities on topics of Natural Sciences. Its importance lies on the assessment of teachers’ readiness and the effectiveness of their potential interventions. To this direction, a theoretical grid is proposed, which classifies teachers’ activities into four theoretical frameworks (empiricist, Piagetian, socio-cognitive, socio-cultural). The research was implemented to 17 3rd year students – future preschool teachers from the Department of Educational Sciences and Early Childhood Education of the University of Patras in Greece. Students were asked to design teaching plans about the rainbow phenomenon and their texts were analyzed qualitatively using the aforementioned grid. The results showed that most of the students approached the topic in the empiricist framework intentionally or not. Their difficulty to apply the theoretical frameworks into practice indicates the strong influence prior experiences have on the teachers and raises questions about the formal education’s effectiveness. 


Theoretical frameworks, preschool teaching scientific activities, rainbow

Full Text:



Adbo, K., & Vidal Carulla, C. (2019). Designing play-based learning chemistry activities in the preschool environment. Chemistry Education Research and Practice, 20, 542-553.

Ampartzaki, M., Kalogiannakis, M., & Papadakis, S. (2021). Deepening our knowledge about sustainability education in the early years: Lessons from a water project. Education Sciences, 11(6), 251.

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. New York: Routledge.

Dori, Y. J., & Avargil, S. (2015). Promoting metacognitive skills in the context of chemistry education. In I. Eilks & A. Hofstein (Eds.), Relevant Chemistry Education: From theory to practice (pp. 119-141). Rotterdam: Sense Publishers.

Draganoudi, A., Lavidas, K., & Kaliampos, G. (2021). Kindergarten teachers' representations for their socio-cognitive practices during the natural sciences activities. Acta Didactica Napocensia, 14(1), 174-181.

Draganoudi, A., Lavidas, K., Kaliampos, G., & Ravanis, K. (2022). Les représentations des enseignants du cycle maternel relatives aux leurs pratiques empiristes lors des activités en sciences. Mediterranean Journal of Education, 2(1), 118-127.

Ergazaki, M., & Zogza, V. (2012). How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology. Review of Science, Mathematics and ICT Education, 7(2), 73-97.

Fragkiadaki, G. (2020). Conflicts during Science concept formation in early childhood: barriers or turning points. Review of Science, Mathematics and ICT Education, 14(1), 113-128.

Hindarti, S., Sulistiyo, U., Hamidah, A., & Effendi-Hasibuan, M. H. (2021). The early-year children’s engagement and scientific-phenomena recognition in Indonesia. In Proceedings of the 3rd Green Development International Conference - Advances in Engineering Research, v. 205 (pp. 343-351). Atlantis Press.

Jelinek, J. A. (2021). Children’s Astronomy. Development of the shape of the Earth concept in Polish children between 5 and 10 years of age. Education Sciences, 11(2), 75.

Kaliampos, G., Kada, V., Saregar, A., & Ravanis, K. (2020). Preschool pupils’ mental representations on electricity, simple electrical circuit and electrical appliances. European Journal of Education Studies, 7(12), 596-611.

rbal discourse. International Journal of Science Education, 39(18), 2508-2527.

Paskou, K., Kaliampos, G., & Ravanis, K. (2022). The rainbow in the thinking of prospective kindergarten teachers. European Journal of Education Studies, 9(3), 32-43.

Pringle, R. M. (2006). Preservice teachers’ exploration of children’s alternative conceptions: cornerstone for planning to teach Science. Journal of Science Teacher Education, 17, 291-307.

Ravanis, K. (1996). Stratégies d’interventions didactiques pour l’initiation des enfants de l’école maternelle en sciences physiques. Revue de Recherches en Éducation: Spirale, 17, 161-176.

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

Ravanis, K. (2020). Precursor models of the Physical Sciences in Early Childhood Education students’ thinking. Science Education Research and Praxis, 76, 24-31.

Ravanis, K. (2021). The Physical Sciences in Early Childhood Education: Theoretical frameworks, strategies and activities. Journal of Physics: Conference Series, 1796, 012092.

Rosenthal, R., & Rosnow, R. L. (1969). The Volonteer Subject. In R. Rosenthal & R. L. Rosnow (Eds.), Artifact in Behavioral Research. New York: Academic Press

Skopeliti, I., Thanopoulou, K., & Tsagkareli, M. (2016). Preschool students’ understanding of astronomical objects and Solar System and their categorizations of the Earth. In J. Katsillis (Ed.), Proceedings of the Conference "Confronting Contemporary Educational Challenges Through Research" (pp. 536- 544). Patras, Greece: University of Patras.

Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014). Experimental evaluations of elementary science programs: A best-evidence synthesis. Journal of Research in Science Teaching, 51(7), 870-901.

Tormala, Z. L., & Petty, R. E. (2007). Contextual contrast and perceived knowledge: Exploring the implications for persuasion. Journal of Experimental Social Psychology, 43(1), 17-30.

Vartuli, S. (1999). How Early Childhood teacher beliefs vary across grade level. Early Childhood Research Quarterly, 14(4), 489-514.

Vellopoulou, A., & Ravanis, K. (2012). From the formal curriculum to the lesson planning: the didactic transposition kindergarten teachers’ carry out as they plan to teach dissolution. Skholê, 17, 71-76.

Zotti, E., & Fragkiadaki, G. (2021). Greek pre-service and in-service early childhood teachers’ beliefs about approaching and teaching Science in the early years. Mediterranean Journal of Education, 1(1), 31-42.


View Counter: Abstract | 0 | times, and PDF | 0 | times


  • There are currently no refbacks.

Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood EducationUniversity of Patras.

Pasithee | Library & Information Center | University of Patras