Διαφορά μεταξύ των αναθεωρήσεων του "Κατερίνα Τσικαλάκη"

Αναθεώρηση της 19:45, 20 Μαΐου 2017

Children's Concepts of the Shape and Size of the Earth, Sun and Moon

Ποιό είναι το κεντρικό θέμα/ζήτημα που απασχολεί τον συγγραφέα;

Οι ιδέες των παιδιών όσον αφορά το σχήμα και τα σχετικά μεγέθη της Γης, του Ήλιου και της Σελήνης και οι παρανοήσεις που προκύπτουν καθώς οι νέοι προσπαθούν να κατανοήσουν ιδέες για τον κόσμο και τα γειτονικά με αυτόν ουράνια σώματα.

Γιατί οι συγγραφείς θεωρούν το θέμα/ζήτημα σημαντικό;

it suggests that identifying what children actually reason with as ‘core concepts’ concerning the Earth and the other heavenly bodies are difficult to pin down.

Ποιά είναι το θεωρητικό/εννοιολογικό υπόβαθρο του άρθρου;

Ποιός είναι ο σκοπός της έρευνας; Ποιές είναι οι ερευνητικές ερωτήσεις;

Ερευνητικά ερωτήματα:

1. We sought to determine how they reason and what (in the conceptual sense)they reason with when they are asked in semi-structured sessions involving direct observations,questions, their drawings and models.
2. How children saw their relationship to the planets of the Solar System and to

the stars.

Ερευνητικές Υποθέσεις:

1. H1. Concepts of Earth shape and size are embedded in a ‘super-concept’ or ‘Earth Notion’ embracing concepts of physical shape, ‘ground’ and ‘sky’, habitation of the

Earth, and identity with Earth; which mediates concepts of the shape and size of the Sun and Moon. This should manifest as: (a) Similarity between the Earth Shape, Ground and Sky, and Habitation and Identity concept category means [checking differences using Kolmogorov–Smirnov Two-Sample Tests: K–S]; (b) High correlations between the Earth Shape, Ground and Sky, and Habitation and Identity concept categories [using Spearman rs]; (c) Similarity between the Earth Notion, Sun Shape andMoon Shape concept category means; (d) High correlations between the Earth Notion, Sun Shape and Moon Shape concept categories; (e) High correlations of the Earth Notion, Sun Shape and Moon Shape concept categories with Age; (f) Increase in frequency of scientific concepts of Relative Size: Sun greater than Earth greater than Moon [S . E . M], Sun greater than Earth [S . E] and Earth greater than Moon [E . M] with age: Chi Square [x2].

1. H2. Development of concepts of shape and size of the Earth, Sun andMoon is similar in cultures where teachers hold a scientific world view. This should manifest as cultural

similarity in: (a) Earth Shape,Ground and Sky, and Habitation and Identity concept category means; (b) correlations between the Earth Shape, Ground and Sky, and Habitation and Identity concept categories; (c) Earth Notion, Sun Shape and Moon Shape concept category means; (d) correlations between the Earth Notion, Sun Shape and Moon Shape concept categories; (e) correlations of these concept categories with Age and (f) frequency of scientific concepts of Relative Size [S . E . M], [S . E] and [E . M] with age.

1. H3. Children’s concepts of shape and size of the Earth, Sun and Moon can be meaningfully investigated using multi-media methods utilising Piagetian interviews,

written questionnaires, drawing materials and play-dough modelling combined with observational astronomy.

Ποιά μέθοδος ακολουθείται για να απαντηθούν οι ερευνητικές ερωτήσεις;

Μέθοδοι αναπαράστασηςModes of Representation Used in Research Five modes of representation by children feature in the literature of children’s astronomical concepts of the shape and size of the Earth, Moon, Sun and planets of the Solar System:

• Written language in the form of responses to written questionnaires.
• Verbal language as in Piagetian clinical interviews, socio-cultural paired interactions

and Socratic dialogue.

• Drawings of the shape and relative sizes of the Earth, Moon and Sun.
• Play-dough modelling of the shape and relative sizes of the Earth, Moon and Sun.
• Sign language of the shape and relative sizes of the Earth, Moon and Sun.

Ποιά είναι τα κύρια ευρήματα της έρευνας;

Πώς σχολιάζουν οι συγγραφείς τα αποτελέσματα της έρευνας; Περιορισμοί της έρευνας;Κατευθύνσεις για μελλοντική έρευνα;

Ποιά είναι τα δυνατά και αδύνατα σημεία του άρθρου (π.χ., θεωρητικό υπόβαθρο, μέθοδος, εργαλεία, συμμετέχοντες, και ανάλυση των δεδομένων);

Συμπεράσματα για την εκπαιδευτική πρακτική;