Pre-school activities with using experiment and cognitive availability of science issues
DOI:
https://doi.org/10.34767/PP.2023.02.10Keywords:
pedagogy, qualitative and quantitative analysis of test tasks, teacher’s tests, general principles of test task constructionAbstract
The article addresses the issue of preschool children’s experimentation, both behaviorally (i.e.,
experimentation-related behavior) and cognitively (i.e., understanding of physical-biological-chemical issues) during dedicated experimental classes in kindergarten. The article uses a series of data (recordings, narratives and drawings) collected from one group of preschool
children (6 years old) during four classes using specially designed experiments. The collected data provided a holistic picture of the experimental educational practices. The results indicate that a well-designed structure of lessons using experiments and adequate support (scaffolding) from the teacher enable children to understand and remember many scientific topics.
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