2026-04-14T17:52:16Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/660672025-01-20T07:53:28Zcom_10324_1145com_10324_931com_10324_894col_10324_1255

Paños, Esther López Luengo, María Antonia Gil Puente, María Cristina Valles Rapp, Cristina 2024-02-09T09:07:08Z 2024-02-09T09:07:08Z 2021 G.S. Carvalho, A.S. Afonso & Z. Anastácio (Eds.), Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021), Part 15. Early Years Science Education (co-ed. Bodil Sundberg & Christina Siry), (pp. 1203-1211). Braga: CIEC, University of Minho. 978-972-8952-82-2 https://uvadoc.uva.es/handle/10324/66067 1020 1027 Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021) The science teaching and learning process should begin at the initial education levels, offering students experiences connected to their natural world. However, little science is accomplished in pre-primary education, especially when it comes to curricular content on physics. This research describes an intervention in early childhood education classrooms where six-yearolds work on a scientific phenomenon, thermal conductivity. Participants are 127 children aged 5-6. Data collection was right after and one year from the intervention. Results revealed that students could transfer what they have learned to other everyday contexts after the intervention –although they exhibited far more difficulties a year later. There were no gender differences found in the first posttest, although females solved the activity better one year later. Thus, more vast interventions should be considered to facilitate the inclusion of science as regular curricular content. eng info:eu-repo/semantics/openAccess Working thermal conductivity in the early Childhood classroom info:eu-repo/semantics/bookPart