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491.
Using a Planetarium Software Program to Promote Conceptual Change with Young Children 总被引:1,自引:1,他引:0
Sally M. Hobson Kathy Cabe Trundle Mesut Sa?kes 《Journal of Science Education and Technology》2010,19(2):165-176
This study explored young children’s understandings of targeted lunar concepts, including when the moon can be observed, observable
lunar phase shapes, predictable lunar patterns, and the cause of lunar phases. Twenty-one children (ages 7–9 years) from a
multi-aged, self-contained classroom participated in this study. The instructional intervention included lunar data gathering,
recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases. Data were gathered using semi-structured interviews,
student drawings, and a card sorting activity before and after instruction. Students’ lunar calendars and written responses,
participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed
using constant comparative analysis. Nonparametric statistical analyses were also performed to support the qualitative findings.
Results reflected a positive change in children’s conceptual understanding of all targeted concepts including the cause of
moon phases, which is remarkable considering the complexity and abstractness of this spatial task. Results provided evidence
that computer simulations may reduce the burden on children’s cognitive capacity and facilitate their learning of complex
scientific concepts that would not be possible to learn on their own. 相似文献
492.
Kathy Ring 《International Journal of Early Years Education》2006,14(1):63-84
This paper draws upon evidence from a three‐year longitudinal study of young children drawing across home, pre‐school and school. The study shows how the belief systems of significant adults and more able peers/siblings impact upon the child’s access to, use of and beliefs about drawing. Concentrating upon the children when in the Foundation Stage (aged between three and five), the paper highlights:
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the importance of the mother’s role in organizing the home space, the child’s time and his or her access to materials;
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gendered responses to an environment in which the mother is a constant presence in comparison with the limited presence of the father.
493.