Abstract
This paper presents the results of a qualitative study of the interactions between children aged 5–6 years with researchers, in a context of a teaching interaction that aimed the development a precursor model for water state changes. The research included 91 children from nine classes that belonged to seven public kindergartens in Patras (Greece). It was conducted in 8 stages, during which predictions and explanations were made for simple cases of change of the state of water. In the discussions that take place during these stages, in order for the researchers to face the obstacles found in the children’s reasoning, they communicate with them in ways that present stable characteristics. The analysis of these characteristics leads to the coding of three distinct strategies, the structure of which is presented here, as well as a few examples.
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Ravanis, K., Kambouri, M., Jameau, A., Boilevin, JM. (2022). Teaching Interaction Strategies with Children 5–6 Years in the Mental Construction of a Precursor Model: The Case of Water State Changes. In: Boilevin, JM., Delserieys, A., Ravanis, K. (eds) Precursor Models for Teaching and Learning Science During Early Childhood. Contemporary Trends and Issues in Science Education, vol 55. Springer, Cham. https://doi.org/10.1007/978-3-031-08158-3_6
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