A study of conceptual development in early childhood
- 97 Downloads
This paper reports part of a study which investigated young children's conceptions of scientific and technological phenomena and the conceptual change that occurs during the teaching of science in pre-school, Transition/Year One and Year Two/Three classrooms. Science lessons from each school/centre were audio and video taped for a period of six months. Informal interviewing of teachers occurred in direct response to lessons observed. Informal interviewing of children was conducted to determine current scientific thinking in relation to the science lessons presented by the teacher.
Two main elements emerged. First, different types of teacher-child interactions were evident during the science lessons observed and it was found that specifically focused interactions led to conceptual development in young children. Second, children's views (whether scientific or not) were maintained over a three month period.
KeywordsYoung Child Early Childhood Conceptual Change Main Element Direct Response
Unable to display preview. Download preview PDF.
- Baird, J. R. & Mitchell, J. (1986) (Eds)Improving the quality of teaching and learning: an Australian case study — the Peel project. Melbourne, Monash University Printery.Google Scholar
- Biddulph, F. & Osborne, R. (1984) (Eds)Making sense of our world; an interactive teaching approach. Science Education Research Unit, University of Waikato, Hamilton, N.Z.Google Scholar
- Champagne, A. B., Gunstone, R. F. & Klopfer, L. E. (1983) Naive knowledge and science learning.Research in Science and Technology Education, 1 (2), 173–183.Google Scholar
- Cosgrove, M., Osborne, R, & Carr, M. (1985) Children's intuitive ideas on electric current and the modification of those ideas. In R. Duit, W. Jung, & C. von Rhoneck, (Eds)Aspects of understanding electricity. Proceedings of an international workshop, Kiel West Germany, Ludwigsburn September, 10–14, 1984.Google Scholar
- Driver, R. (1983)The Pupil as a scientist? Milton Keynes, Open University Press.Google Scholar
- Driver, R. (1988) Theory into practice II: a constructivist approach to curriculum development. In P Fensham, (Ed)Development and dilemmas in science education. London, The Falmer Press.Google Scholar
- Duit, R., Jung, W., & von Rhoneck, C. (1985). (Eds)Aspects of understanding electricity. Proceedings of an international workshop, Kiel West Germany, Ludwigsburn September, 10–14, 1984.Google Scholar
- Fensham, P. J. (1988). Familiar but different: some dilemmas and new directions in science educatio. In P. Fensham, (Ed)Development and Dilemmas in Science Education. London, The Falmer Press.Google Scholar
- Gauld, C. F. (1988). The cognitive context of pupils' alternative frameworks.International Journal of Science Education, 10 (3), 267–274.Google Scholar
- Gunstone, R. F. (1988). Learners in science education. In P. Fensham, (Ed)Development and dilemmas in science education. London, The Falmer Press.Google Scholar
- Osborne, R. J. (1985) Building on children's intuitive ideas, In R. J. Osborne, & P. Freyberg, (Eds)Learning in science.The implications of children's science. Auckland, Heinemann.Google Scholar
- Osborne, R. J. & Freyberg, P. (1985) (Eds)Learning in science.The implications of children's science. Auckland, Heinemann.Google Scholar
- Osborne, R. J. & Wittrock, M. C. (1985). The generative learning model.Studies in Science Education, 12, 59–87.Google Scholar
- Pines, A. L. & West, L. H. T. (1985) Eds).Cognitive structure and conceptual change. N.Y., Academic Press.Google Scholar
- Schollum, B. & Osborne, R. (1985). Relating the new to the familiar. In R. J. Osborne, & P. Freyberg.Learning in science. The implications of children's science. Auckland, Heinemann.Google Scholar