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11.
Jonathan Grant Halls Shaaron Elizabeth Ainsworth Mary Collette Oliver 《International Journal of Science Education》2018,40(7):808-826
There is a significant body of research on children’s preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children’s explanations for the existence of natural kinds rely on a teleological rationale: for example, rain is for watering the grass, or tigers’ stripes are for camouflage. It has been argued that this teleological tendency hampers children’s ability to learn about causality in the natural world. This paper investigates two factors (question wording and topic) which it is argued have led to a misestimation of children’s teleological tendencies within the area natural phenomena: i.e. those that are time-constrained, natural events or process such as snow, clouds or night. Sixty-six (5–8 years old) children took part in a repeated-measures experiment, answering both open and leading questions across 10 topics of natural phenomena. The findings indicate that children’s teleological reasoning may have been overestimated as open-question forms significantly reduced their tendency to answer teleologically. Moreover, the concept of teleology is more nuanced than often suggested. Consequently, young children may be more able to learn about causal explanations for the existence of natural phenomena than the literature implies. 相似文献
12.
David Anderson Barbara Piscitelli Katrina Weier Michele Everett Collette Tayler 《Curator: The Museum Journal》2002,45(3):213-231
This article reports on a study of young children and the nature of their learning through museum experiences. Environments such as museums are physical and social spaces where visitors encounter objects and ideas which they interpret through their own experiences, customs, beliefs, and values. The study was conducted in four different museum environments: a natural and social history museum, an art gallery, a science center, and a hybrid art/social history museum. The subjects were four‐ to seven‐year old children. At the conclusion of a ten‐week, multi‐visit museum program, interviews were conducted with children to probe the saliency of their experiences and the ways in which they came to understand the museums they visited. Emergent from this study, we address several findings that indicate that museum‐based exhibits and programmatic experiences embedded in the common and familiar socio‐cultural context of the child's world, such as play and story, provide greater impact and meaning than do museum exhibits and experiences that are decontexualized in nature. 相似文献
13.
William Peter Robinson Carol Ann Tayler Maria da Luz Correia 《European Journal of Psychology of Education - EJPE》1990,5(3):327-335
Primary school pupils in Portugal who have had to repeat two years of schooling were compared with a control group of normally progressing pupils. Harter’s scales were used to measure components of self-concept and of self-worth. There was no evidence that repeating years was associated with differences in mean scores other than those for perception of personal scholastic competence. However, correlations between components of the self-concept and global self-worth in four sub-samples of pupils differing in gender and repetência yielded patterns that could be used to suggest a more complex interpretation. 相似文献
14.
Collette Tayler 《European Journal of Education》2015,50(2):160-174
Learning in the earliest stage of life — the infancy, toddlerhood and preschool period — is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience in this early phase of life is at the heart of ‘Learning to Be’ in any society. This article reviews early learning studies aimed at understanding children's personal, intellectual and social development, and promoting that development. Particular reference is made to attachment and attention, the process of self-regulation, and the adult-child engagement strategies that advance the child's receptive and expressive language: these all exercise substantial influence on early childhood learning and child development outcomes over time. The selected research studies variously highlight the development of infants, toddlers, and young children in kindergarten and the early years of school, and how children make sense of their environments as social, learning and unique human beings. Both the home learning environment and early childhood education programmes are important in children's development. This article argues for high-quality early childhood experience and giving attention to the engagement role of adults in advancing young children's development, minimising the risk of poor development and supporting positive long-lasting personal, academic and social benefits. In this early phase of life, in the words of Jacques Delors: ‘… none of the talents which are hidden like buried treasure in every person must be left untapped’. (Delors et al. 1996, p. 23). 相似文献
15.
Surfboard volume and shape affect human performance while riding waves, but little is known regarding the impact of these variables on paddling, where surfers spend a majority of their time. The purpose of this study was to determine whether changing the foil (fore/aft thickness profile) of a short surfboard will alter paddling mechanics and efficiency if surfers are allowed to self-select their prone position. Twenty recreational surfers paddled three different surfboards in a freshwater swim flume while measurements of drag force, board motion, body position, heart rate, and oxygen use were acquired. All boards shared the same volume (31 L) and gross dimensions (172.7 cm long × 50.8 cm wide × 6 cm thick), but the geometric center was placed in a different location along the fore/aft axis of each board. Surfers were blinded to the volume and shape of each board. Results indicated that surfers positioned their center of mass further forward in response to a more nose-heavy board and further aft in response to a more tail-heavy board (22.04 ± 6.34 mm difference in position between boards, p = 0.008). This self-selected positioning yielded no statistical difference in drag force, board angle and accelerations, heart rate, or oxygen use across the three boards. These data suggest that when surfboard volume and gross dimensions are fixed, foil has little effect on the efficiency of paddling a short surfboard in recreational athletes. 相似文献
16.
An inductive approach to the physical science laboratory yields better performance on a test for critical thinking in the physical sciences than does the traditional approach. 相似文献
17.
The Early Years Learning Framework for Australia governs early childhood education in the years before school in Australia. Since this framework is not a curriculum, early childhood educators report uncertainty regarding what mathematical concepts to teach and how to teach them. This implementation study, positioned within the broader E4Kids study, explored the enactment of a suite of play-based mathematics activities by five early childhood educators in different settings over a seven-month period. The educators' approaches to incorporating the activities are discussed in light of the reported implementation frequency and the duration of activities. A regression analysis predicted significant changes in children's Fluid Intelligence/Reasoning associated with attending high-implementation programmes. Recommendations are made for further investigation of the enactment of mathematics activities in early childhood settings and for the provision of professional learning opportunities that focus on supporting children's concept development as well as their mathematical skills. 相似文献
18.
How realistic is the attempt to identify books that should be held by every undergraduate library? The authors of this article review past efforts to develop a core list of books for undergraduate libraries and examine several collection overlap studies. They then present findings from analyses of overlap among several groups of libraries, and discuss the implications of these findings. 相似文献
19.
Anne Petriwskyj Karen Thorpe Collette Tayler 《International Journal of Early Years Education》2005,13(1):55-69
The construct of school readiness that focuses on children’s maturation and homogeneity of their attainment at school entry has been challenged by recent research. This research indicates that there are difficulties in assessing young children’s abilities, and there are limitations to the concomitant practice of retention. These challenges have prompted attempts to reconceptualize entry to school as a process of transition. However, transition has variously been conceptualized as: a set of teacher practices in a time‐limited period around school entry; a process of establishing continuity from home to school; and a multi‐layered, multi‐year experience. An analysis of the academic literature from 1990 to 2004 in the USA, Australia/New Zealand and Europe was undertaken to identify trends in the conceptualization of transition to school. The analysis suggests a trend towards more complex understandings of transition emphasizing continuity of children’s experience, partnership with stakeholders, and system coherence across extended time periods. However, more limited constructions persist in the academic literature, particularly in the USA and Australian/New Zealand. 相似文献
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