Transforming the representations of preschool-age children regarding geophysical entities and physical geography

MARIA KAMPEZA, KONSTANTINOS RAVANIS

Abstract

A semi-structured interview was individually administered to 76 preschoolers. The interview raised questions about the conceptual understanding of certain geophysical entities. A teaching intervention designed to attempt an understanding of the relationship between them and earth’s surface was implemented with groups of 5-9 children in order to help children construct a more “realistic” model of earth. The intervention’s effectiveness was consequently evaluated (after two weeks) using an interview similar to that conducted prior to the intervention. The results of the study indicated that prior to the intervention many children faced difficulties in descriptive understanding of even familiar geographic features, such as rivers, lakes and islands. After the intervention the majority of children readily conceptualized certain aspects of most of the geophysical entities and correlated them with earth’s surface. Educational and research implications are discussed.

Keywords

Geophysical entities, preschool children’s representations, earth’s surface, implications for teaching

Full Text:

PDF

References

Cin, M. & Yazici, H. (2002). The influence of direct experience on children’s ideas about the formation of the natural scenery. International Research in Geographical and Environmental Education, 11(1), 5-14.

Dove, J. E. (1998). Student’s alternative conceptions in Earth science: a review of research and implications for teaching and learning. Research Papers in Education, 13(2), 183-201.

Dove, J. E., Everett, L. A. & Preece, P. F. W. (1999). Exploring a hydrological concept through children’s drawings. International Journal of Science Education, 21(5), 485-497.

Ergazaki, M. & Andriotou, I. (2007). A propos des raisonnements des enfants d’âge préscolaire concernant les interventions humaines sur les plantes de la forêt: le cas de l’abattage. Skholê, HS(1), 13-19.

Fleer, M. (2009). Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs. Research in Science Education, 39(2), 281-306.

Gallegos Cázares, L., Flores Camacho, F. & Calderon Canales, E. (2008). Aprendizaje de las ciencias en preescolar: la construcción de representaciones y explicaciones sobre la luz y las sombras. Revista Iberoamericana de Educacion, 47, 97-121.

Harwood, D. & Jackson, P. (1993). “Why did they build this hill so steep?”: Problems of assessing primary children’s understanding of physical landscape features in the context of the UK National Curriculum. Geographic and Environmental Education, 2(2) 64-79.

Inagaki, K. (1992). Piagetian and post-piagetian conceptions of development and their implications for Science Education in early childhood. Early Childhood Research Quarterly, 7(1), 115-133.

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.

Lunnon, A. J. (1979). A further case for the visual. Geographical Education, 3, 331-339.

Mackintosh, M. (1999). Children’s views in Physical Geography. International Research in Geographical and Environmental Education, 8(1), 69-72.

May, T. (1996). Children’s ideas about rivers. Primary Geographer, 25, 12-13.

Metz, K. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65(2), 93-127.

Piaget, J. (1929). The child’s conception of the world (London: Routledge & Kegan Paul).

Platten, L. (1995). Talking Geography: an investigation into young children’s understanding of geographical terms. International Journal of Early Years Education, 3(1) 74-92.

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

Resta-Schweitzer, M. & Weil-Barais, A. (2007). Éducation scientifique et développement intellectuel du jeune enfant. Review of Science, Mathematics & ICT Education, 1(1), 63-82.

Robbins, J. (2005). Contexts, collaboration and cultural tools: A sociocultural perspective on researching children's thinking. Contemporary Issues in Early Childhood, 6(2), 140-149.

Sharp, J. (1999). Young children’s ideas about the Earth in space. International Journal of Early Years Education, 7(2), 159-172.

Sheridan, J. M. (1968). Children’s awareness of Physical Geography. The Journal of Geography, 67, 82-86

Trend, R., Everett, L. & Dove, J. (2000). Interpreting primary children’s representations of mountains and mountainous landscapes and environments. Research in Science & Technological Education, 18(1), 85-112.

Zogza, V. & Papamichael, Y. (2000). The development of the concept of alive by preschoolers through a cognitive conflict teaching intervention. European Journal of Psychology of Education, 15(2), 191-205


DOI: https://doi.org/10.26220/rev.125

View Counter: Abstract | 379 | times, and PDF | 194 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras