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Enhancing Conceptual Change in Preschool Children’s Representations of Light: A Sociocognitive Approach

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Abstract

The aim of this study is to investigate the effect of a sociocognitive teaching strategy on young children’s understanding of light. It explores their understanding of the concept of light as an entity that is transmitted independently of the light source and the final receiver. The study was conducted in three phases: pretest, teaching intervention, and post-tests. The sample consisted of 170 preschool children who were assigned to two groups. The children in the first group participated in activities which adopted a sociocognitive approach. In the context of this approach, a familiar metaphor was introduced in order to facilitate children to construct a “precursor model” about light. The children in the second group participated in activities with the same teaching objectives, but adopting an empiricist perspective. Statistical analysis using the Mann–Whitney U test indicated that the cognitive progress of the sociocognitive group was more significant than the progress of the empiricist group. This provides evidence for the effect of the sociocognitive strategy on enhancing children in constructing a “precursor model” for the concept of light.

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Acknowledgments

This publication was made possible through the support of the “Archives Jean Piaget” in the University of Geneva. We thank very much the Director Professor Pierre Barouillet, the Scientific Committee and the staff of the Archives.

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Authors and Affiliations

  1. Department of Educational Sciences and Early Childhood Education, University of Patras, University Campus, 26500, Rion-Patras, Greece

    Konstantinos Ravanis

  2. Department of Early Childhood Education, University of Thessaly, Argonafton & Filellinon, 38221, Volos, Greece

    Vasilia Christidou

  3. School of Humanities, Hellenic Open University, 18 Aristotelous Ln, 26335, Patras, Greece

    Vassilia Hatzinikita

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  1. Konstantinos Ravanis
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Correspondence to Konstantinos Ravanis.

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Ravanis, K., Christidou, V. & Hatzinikita, V. Enhancing Conceptual Change in Preschool Children’s Representations of Light: A Sociocognitive Approach. Res Sci Educ 43, 2257–2276 (2013). https://doi.org/10.1007/s11165-013-9356-z

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