INTRODUCTION TO MAGNETS FOR LOWER PRIMARY SCHOOL STUDENTS
Abstract
This paper presents the findings of a research concerning the introduction to magnets and elementary magnetic properties in lower primary school children in a Piagetian perspective. Seven to eight year old children, in small groups, had at their disposal different types of magnets as well as diverse objects which could be attracted by them. The research question was whether children after a free but supported activity could discover the attractive force exerted on certain iron materials, distinguish the objects which were not thus attracted and discover the mutual forces of interaction by using the magnets. The teachers observed the activities, encouraged, questioned each child, and intervened in order to help the children to co-ordinate their activities which were becoming more and more complex. The analysis of the protocols gave us results which seem to lead to positive answers.
Article visualizations:
Keywords
References
Appel, M. H. (1997). The application of Piagetian learning theory to a science curriculum project. In M. H. Appel & L. S. Goldberg (Eds), Topics in Cognitive Development (pp. 183-197). USA: Springer.
Bailey, J., Francis, R. G., & Hill, D. M. (1987). Exploring ideas about magnets. Research in Science Education, 17, 113-116.
Barrow, L. H. (1987). Magnet concepts and elementary students' misconceptions. In J. Novak (Ed.), Proceedings of the 2. Int. Seminar “Misconception and Educational Strategies in Science and Mathematics”, Vol. III (pp. 17-22). Ithaca: Cornell University.
Borges, A., Tecnico, C., & Gilbert, J. (1998). Models of magnetism. International Journal of Science Education, 20(3), 361-378.
Carruthers, R., & de Berg, K. C. (2010). The use of magnets for introducing primary school students to some properties of forces through small-group pedagogy. Teaching Science, 56(2), 13-17.
Crahay, M., & Delhaxhe, A. (1988). Agir avec les aimants. Agir avec les ressorts. Bruxelles: Labor.
Erikson, G. (1994). Pupils' understanding magnetism in a practical assessment context: the relationship between content, process and progression. In P. Fensham, R. Gunstone & R. White (Eds), The content of science (pp. 80-97). London: The Falmer Press.
Grigorovitch, A. (2014). 8-9 year old pupils' mental representations of light: teaching perspectives. Journal of Advances in Natural Sciences, 1(1), 34-39.
Grigorovitch, A. (2015). Teaching optics perspectives: 10-11 year old pupils' representations of light. International Education & Research Journal, 3(1), 4-6.
Guisasola, J., Almudi, J. M., & Ceberio, M. (1999). Students’ ideas about source of magnetic field. In M. Komorek et al. (Eds.), Research in Science Education - Past, Present, and Future, vol. 1, (pp. 89-91). Kiel: IPN Kiel.
Haupt, G. W. (1952). Concepts of magnetism held by elementary school children. Science Education, 36, 162-168.
Howe, C., Tolmie, A., Thurston, A., Topping, K., Christie, D., Livingston, K., Jessiman, E., & Donaldson, C. (2007). Group work in elementary science: organizational principles for classroom teaching. Learning and Instruction, 17, 549-563.
Kada, V., & Ravanis, K. (2016). Creating a simple electric circuit with children between the ages of five and six. South African Journal of Education, 36(2), 1-9.
Kamii, C. (1982). La connaissance physique et le nombre à l’école enfantine. Approche piagétienne. Genève: Université de Genève.
Kamii, C., & De Vries, R. (1977). Piaget for early education. Ιn M. Day & R. Parker (Eds), The preschool in action (pp. 365-420). Boston: Allyn and Bacon.
Kamii, C., & De Vries, R. (1993). Physical Knowledge in preschool education: Implications of Piaget’s theory. New York: Teachers College Press.
Kampeza, M., & Ravanis, K. (2009). Transforming the representations of preschool-age children regarding geophysical entities and physical geography. Review of Science, Mathematics and ICT Education, 3(1), 141-158.
Nertivich, D. (2013). Magnetic field mental representations of 15-16 year old students. Journal of Advances in Physics, 2(1), 53-58.
Nertivich, D. (2014). Sciences activities in preschool age: the case of elementary magnetic properties. Journal of Advances in Humanities, 1(1), 1-6.
Ntalakoura, V., & Ravanis, K. (2014). Changing preschool children’s representations of light: a scratch based teaching approach. Journal of Baltic Science Education, 13(2), 191-200.
Piaget, J. (1950). Introduction à l'épistémologie génétique. (II) La pensée physique. Paris: Presses Universitaires de France.
Piaget, J. (1967). The Psychology of Intelligence. London: Routledge and Kegan Paul.
Piaget, J. (1970). L’épistémologie génétique. Paris: Presses Universitaires de France.
Ravanis, K. (2000). La construction de la connaissance physique à l’age préscolaire : recherches sur les interventions et les interactions didactiques. Aster, 31, 71-94.
Ravanis, K. (2010). Représentations, Modèles Précurseurs, Objectifs-Obstacles et Médiation-Tutelle : concepts-clés pour la construction des connaissances du monde physique à l’âge de 5-7 ans. Revista Electrónica de Investigación en Educación en Ciencias, 5(2), 1-11.
Ravanis, K., & Papamichaël, Y. (1995). Procédures didactiques de déstabilisation du système de représentation spontanée des élèves pour la propagation de la lumière. Didaskalia, 7, 43-61.
Ravanis, K. Papamichaël, Y., & Koulaidis, V. (2002). Social marking and conceptual change: the conception of light for ten-year old children. Journal of Science Education, 3(1), 15-18.
Rodriguez, J. (2015). The natural world in preschool education. International Education & Research Journal, 1(4), 10-12.
Rodriguez, J. & Castro, D. (2016). Changing 8-9 year-old pupil’s mental representations of light: a metaphor based teaching approach. Asian Education Studies, 1(1), 40-46.
Rogers, R. E., & Voelker, A. M. (1970). Programs for improving science instruction in the elementary school: Part I. Science and Children, 7(5), 35-43.
Thomson, B. S., & Voelker, A. M. (1970). Programs for improving science instruction in the elementary school: Part II. Science and Children, 7(8), 29-37.
Tin, P. S. (2017). L’initiation en sciences expérimentales à l’éducation préscolaire: perspectives épistémologiques. European Journal of Education Studies, 3(2), 37-47.
Voutsina, L., & Ravanis, K. (2013). Magnetism and Gravity: mental representations of students 15-17 years old from a historical and teaching perspective. Journal of Social Science Research, 1(3), 49-57.
Waite-Stupiansky, S. (1997). Building understanding together: a constructivist approach to early childhood education. Albany, N.Y: Delmar Publishers
DOI: http://dx.doi.org/10.46827/ejes.v0i0.511
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Alyona Grigorovitch, Dimitri Nertivich
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
