Building precursor models of buoyancy: a review of current knowledge and future directions

ISABEL GARCÍA-RODEJA GAYOSO, VANESSA SESTO VARELA, MARÍA LORENZO FLORES, SUSANA VÁZQUEZ MARTÍNEZ

Abstract

This review examines the literature on the development of precursor models of floating in children aged 3 to 6 years. The studies analyzed were conducted in a variety of cultural and educational contexts. From a methodological standpoint, qualitative approaches predominate. The results show that research on the formation of precursor models of buoyancy in early childhood has focused primarily on the construction of a precursor model based on the nature of materials. Teaching strategies are generally grounded in socioconstructivist theories of learning that emphasize the importance of dialogic teaching and inquiry-based activities. The importance of teacher interventions in guiding children’s inquiries and discussions is highlighted. Further research is needed on the most effective teaching strategies to promote progress in students’ models and forms of reasoning, as well as on the progression of these models. Teaching strategies based on precursor models also constitutes a privileged pathway for linking epistemic knowledge and critical thinking.

Keywords

Precursor models, early childhood education, science education, flotation, literature review

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References

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DOI: https://doi.org/10.26220/mje.5623

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

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