RT info:eu-repo/semantics/bookPart
T1 Working thermal conductivity in the early Childhood classroom
A1 Paños, Esther
A1 López-Luengo, María Antonia
A1 Gil, Cristina
A1 Vallés, Cristina
K1 early childhood education, science, thermal conductivity
AB The science teaching and learning process should begin at the initial education levels, offeringstudents experiences connected to their natural world. However, little science is accomplishedin pre-primary education, especially when it comes to curricular content on physics. Thisresearch describes an intervention in early childhood education classrooms where six-yearoldswork on a scientific phenomenon, thermal conductivity. Participants are 127 children aged5-6. Data collection was right after and one year from the intervention. Results revealed thatstudents 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 differencesfound in the first posttest, although females solved the activity better one year later. Thus, morevast interventions should be considered to facilitate the inclusion of science as regularcurricular content.
PB CIEC, University of Minho
SN 978-972-8952-82-2
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/66067
UL https://uvadoc.uva.es/handle/10324/66067
LA eng
NO 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.
NO Producción Científica
DS UVaDOC
RD 22-dic-2024