European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.290135
INTRODUCTION TO MAGNETS FOR
LOWER PRIMARY SCHOOL STUDENTS
Alyona Grigorovitchi, Dimitri Nertivich
Primary Education, Russian Federation
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.
Keywords: magnets, elementary magnetic properties; lower primary school
1. Introduction
The curricula of early childhood and primary education almost always include
activities related to sciences. A category of programs includes activities and research
based on the Piagetian perspective on knowledge construction (Appel, 1997; Kamii &
DeVries, 1993; Ravanis, 2000, 2010). This concerns a framework produced by
pedagogues and researchers who accept the Piagetian theoretical framework. Although
one of the basic targets of this approach is the construction of physical knowledge, it
has not had so far any interaction with Science Education research. In this context, and
according to research results, the proposed activities help children interact with the
selected teaching material in appropriately constructed pedagogical and educative
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INTRODUCTION TO MAGNETS FOR LOWER PRIMARY SCHOOL STUDENTS
milieus. Thus, children are helped in the construction of physical knowledge. For
example, Kamii (1982) proposes elementary activities for the early childhood and
primary education with main objectives the transposition and transformation of objects.
A similar approach from Crahay & Delhaxhe (1988) and Nertivich (2014) proposes the
introduction of children to elementary properties of certain objects (such as spirals,
magnets and inclined planes). Nevertheless, given that the teacher mainly plays a
supportive and encouraging role and that the pedagogical material should be such that
children themselves could act upon it, the Piagetian perspective on developing
activities has got certain limitations.
“s we know, a fundamental topic of Piaget’s theory is that the development of
human intelligence is the result of the activity of the subject on the objects of the
material world and not of the amorphous, sensory perception of data of the natural and
social environment (Piaget, 1950, 1967, 1970). Accordingly, it is expected that teaching
approaches based on Piagetian epistemology should lead to strategies which provide
children with the possibility of manipulating material objects and experimenting with
them, that is, the possibility of intellectual activity leading to the assimilation of
physical knowledge. In general, with respect to the constitution of physical knowledge,
the educational procedures suggested for children have the above mentioned
characteristics. At the center of these procedures stands the free but prudently
supported initiative of the children, with the teachers playing a specific, encouraging
and questioning part in the teaching practice.
Kamii (1982) and Kamii & De Vries (1993) express the opinion that at preschool
and lower school age we should juxtapose the "construction of physical knowledge"
with the "teaching of science". The teaching of physics, chemistry or biology focuses on
the object to be taught, the theories, the models and the concepts of science, specialized
terminology and scientific methodology. In contrast, the teaching practices of physical
knowledge focus on the progress of the child's activities and its discoveries. Kamii & De
Vries (1977) suggest a frame of educational principles based on Piagetian epistemology.
In this context they suggest the development of acts corresponding to the different
phases of the activity’s evolution, as follows: 1) preparation of the activity and formation
of questions, according to the kind of action on the object, 2) introduction of an activity in
a way which maximizes the child’s initiative, 3) starting with games not requiring any
kind of social co-operation; every child is provided with its own material so that
individual work with the child can in principle be effected, 4) comprehension of what the
child thinks and reaction of nursery-school teachers accordingly, 5) encouragement of
interaction among the children, 6) choice of the activity which takes into account the
general intellectual development of the child and 7) encouragement to the child in
thinking about its own activities .
(Nertivich, 2014, p. 2)
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Within a parallel theoretical context, the free activity of children in a school
setting rich in didactic material, Crahay & Delhaxhe (1988) and Nertivich (2014)
observed that the approach to the objects of the environment is constantly achieved by
the children in a constant order. Children set aims on the basis of which they organize
actions or plans and get some results. These aims were either set at the opening or
throughout the haphazard use of the objects. Thus, teaching design suggests a series of
actions including the following parts:
1) Estimates and expectations of the teacher or researcher preceding to the teaching
activity. At first, the teachers or researchers are responsible for the selection of the
subject of activities. Consequently, they are also responsible for defining the nature of
the material to be used, as well as the classrooms or the laboratory required or their
preparation. The chosen teaching objectives should offer the possibility of interaction
with material and should not be taken at random from everyday life. As soon as the
teacher selects the objects and the material, s/he should attempt some estimates about
the quality level of the children’s activity or the opportunity of their shown creativity,
so as to be in a situation to encourage their own ideas, help them go beyond any failures
and suggest new activities. That is, s/he should articulate a prognostic plan for each
child on the basis of which s/he will observe the whole process.
2) Throughout the teaching procedure. Teachers or researchers present the material
to the children, without presenting them how to use it. As soon as the children become
familiarized with these materials, they start forming simple forms, that is, small
manufactures, images of objects, etc. At this part the teacher notices and observes the
actions of the children and records their activities, problems and failures as objectively
as possible. The teacher asks them about their aims and inspires them if they succeed in
achieving a preferred effect. When the teacher finds out that they fail in realizing their
aims or when the teacher estimates that mediation by adults is crucial in order to set
more complex aims, s/he intervenes according to either the plans s/he had expected or
an unpredicted development.
3) Examination after the teaching procedure. After the teacher or researcher has
collected remarks on the children's activities, with or without his/her intervention, s/he
may then examine, for each child or for groups of children, those observations trying to
answer questions like "how did they act?", "which actions did they perform?", "which
are the most important difficulties they encounter?". As soon as the teacher considers
the free activities, s/he should locate the results of his/her own attitude, whether this
consists of encouragement or questioning or of specific mediation. This examination is
simplified when the teacher attempts to answer questions of the following kind: "did
the child change its manner of reaction?", "did it show any initiative?", "did the child
face some insurmountable troubles?", and "was the child led to any new actions?". This
analysis obviously leads to exact findings as far as the possibilities of the children are
concerned and allows the teacher to repeat and expand the activities which in any case
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INTRODUCTION TO MAGNETS FOR LOWER PRIMARY SCHOOL STUDENTS
cannot be developed at one go. In addition, teachers have the occasion to both evaluate
their own actions and locate the students which present the greatest difficulties as well
as the kind of difficulties concerned. After they are fully aware of the troubles, they may
try to methodically deal with them. Such interventions lead the children to successful
activities as regards both the results of their actions and their intellectual formation.
The above proposed strategies move in the same direction, since, on accepting
Piagetian epistemological framework, they plan their activities around the supported,
yet autonomous, interaction of the child with objects and substances of the
environment. This study was set out 7- years old children’s activities aiming to
understand elementary magnetic properties (Haupt, 1952; Bailey, Francis & Hill, 1987;
Barrow, 1987; Erikson, 1994; Borges, Tecnico & Gilbert, 1998; Guisasola, Almudi &
Ceberio, 1999; Nertivich, 2013; Voutsina & Ravanis, 2013).
On the basis of the Piagetian strategies, we tried to study the results of the effort
to organize teaching activities of lower primary school children working with magnets,
the goal being their understanding of the properties of magnets which are included in
the curriculum (Carruthers & de Berg, 2010).
This is precisely what we tried to do in our project. The research question was
whether the children are able to discover during the activity:
1) the attractive forces exerted by magnets on certain materials,
2) the distinction between materials susceptible to magnetic forces from materials
not susceptible to such forces,
3) the mutual attractive and repulsive action of magnets.
2. Methodological framework
2.1 Sample
Forty-eight children from 7 to 8 years of age (average age 7 years and 9 months)
attending primary schools in Moscow, in districts of the same middle class social
characteristics, participated in the research process. The children’s parents had not
received any special education in science. The children worked in four-member groups.
In their classes, they did not participate in activities with magnets until the moment of
the research process.
2.2 Process
A. Materials: Each group of children were given a number of disk-like and rod-like
magnets as well as some materials attracted by magnets and some not attracted (such as
short metallic rods, clips, drawing pins, plastic pen caps and small pieces of paper).
These materials were presented one by one by a school teacher at the beginning of the
process and handed over to the children for habituation.
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B. General design: The teacher explained the object of the activity. Sh/e asked the
children to take the materials on the table and play with them. The children used their
initiative and effected various constructions (such as small airplanes, bridges, roads
etc), which they characterized as such either on their own initiative or in response to the
teacher's questions or propositions. Whenever the children failed in their constructions,
the teachers intervened in order to help them execute their plans and ideas. Certain
subjects lacking good psychomotor coordination were not able to manipulate the
materials as they wished, thus resulting in their encountering practical obstacles which,
at times, they could not overcome single-handedly.
The teachers also attempted to intervene when the students abandoned their
work or when they started to play by using the rest of the material without the magnets.
Interaction between children was preferred, so we allowed and encouraged it. That is,
we let the children observe the work of other children and urged them to cooperate in
both the creation of a common production and the exchange of the material they
selected. Each group worked for approximately 25 minutes. The whole procedure did
not take place in a classroom but in the school laboratory. For the purposes of the
research the laboratory was organized in a specific way; all the children of the same
group worked on the same table in the presence of a teacher. The researcher was in the
room in a position from which s/he could observe the activity without disturbing it.
The work of 3 groups was recorded and the films analyzed. From this analysis,
we arrived at an observation protocol on the basis of which we recorded the activities of
the 36 remaining subjects which participated in the procedure.
3. Results
The analysis of the findings has a qualitative character. We attempted to study not only
the frequency of a specific achievement, but also the development of the activity as well
as the recording and investigation of the situations under which the research took place
(Nertivich, 2014). The axes on the basis of which we recorded our comments are the
following: a) random discoveries by the children, b) accomplishment of activities based
on children's constructions, c) new patterns after the finding of magnetic properties, d)
completion of constructions with the help of teachers and e) resumption of initiatives
after the intervention of teachers.
We considered our questions confirmed when the children, in collaboration
among themselves or with the support of the teacher, succeeded:
1. working with a magnet in discovering attraction by distinguishing between
magnetic and non-magnet materials and
2. working with two or more magnets by locating the mutual attractive and
repulsive forces between the magnets.
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A. Working with a magnet
At the start 39 out of 48 children discovered the attractive magnetic property. That is, by
using a magnet they unintentionally attracted an iron object. They very often pulled it
away and positioned it in a place where the magnet attracted it again. After
experimenting a few times and failing to detach it definitively from the magnet, they
discovered that they had to remove it at a much longer distance. It is interesting here to
note the surprise of the children when they discovered this property. For example,
Fjodor by coincidence moved a magnet attracted some iron objects and he attributes
magnetic attraction to some kind of "glue" which he tries to find by the touch. He
touches the magnet and looks at his hand, while immediately afterwards she checked to
see if the magnet "stuck" to his other hand.
Once the children discover the attractive force of the magnets, they start
attracting various articles - usually the objects which happen to be near them. So they
have the opportunity to see that the metallic clips are attracted by the magnet, while a
plastic clip, for example, is not attracted despite continuous essays. This process of
recognition is repeated several times and it obviously has the character of trials.
Afterwards or at the same time, the children conceive some configurations and try to
realize them. In fact, this constitutes the main part of the teaching activity. Gradually
children begin to use the whole material in their effort to promote their plans. For
example, by placing drawing pins at the end of a magnet bar they form a "knife", by
supporting a metallic bar vertically to the one pole of the magnet bar they form an "L",
and by using clips they make a "monster". As children become familiar with the
material and with the attractive property the patterns multiply and we now have a set
of several diverse activities with the same materials: animals "roads", "bridges", and
"tables" as well as a number of indefinite forms. It is significant to note that the more the
number of patterns grows, the more the children choose magnetic materials, that is,
they gradually abandon non-magnetic materials. We also observed that certain
children, motivated by the novel behavior they had discovered in their materials,
showed a strong interest in using magnetically attracted objects, even when they had no
specific plan of action. Gennady, for instance, made a complicated construction out of
such objects. When the teacher asked him to explain what he had made, after thinking
for a while, he answered: "It is something to think like engineers".
The creation of complex projects also facilitates cooperation among children.
Thus, whenever some children get tired and abandon their efforts, but go on watching
the activities of the other children, they intervene by giving advice and making
corrections. In a number of cases the teachers have the opportunity to become involved
in the process. For example, Marusya constructs a spaceship positioning clips on a
lamellar magnet. When she tries to put props that the spaceship to stand upright, he
uses little plastic objects which do not "stick", as she discovers after a few failed tries.
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The teacher then urges Marusya to use metallic clips so as to complete the task he has
planned.
Six of the rest of the children did not show any initiative; either because they
hesitated or because the material did not suffice as the children who were playing had
used it up. But always they were very fascinated; they carefully observed the activities
and we can conclude that they understood exactly what was happening because later,
while they were playing, they only made slight attempts to confirm the predictions they
seemed to be making, while afterwards they worked on or easily used the attractive
properties of magnets by organizing and applying constructions on the basis of this
property. For example, Miroslava, after watching the activity of the other children some
minutes without acting at all, she got a lamellar magnet, picked some small iron objects
and placed in the arms and she said I made a flower .
The last 3 children did not seem to be able to recognize the attractive properties
of the magnets. They used the magnets and the other materials without differentiating
between them, while in their constructions they did not utilize the attractive properties
of the magnets in spite of the interventions of the teachers, who attempted to lead the
children towards this discovery.
After a sufficient number of activities, it became obvious that the majority of
children had distinguished the materials capable of being attracted by magnets since
they had nominated them and used them without any specific difficulty.
B. Working with two or more magnets
While some children are using two magnets they discover that the magnets "stick"
together. They are not particularly impressed by this fact since they already know the
attractive property. But when two ends of magnets of the same magnetic pole
accidentally come into contact and are repulsed, the children are fascinated. At first
they insist on "sticking" together the two poles which are repulsed. Ninockha, for
example, after trying in every possible way to join two rectilinear magnets which
repulse each other, seems to be giving up this idea. Fortuitously, as the one magnet
turns in her hand, she achieves his aim. That is, she succeeds and at the same time
distinguishes between attraction and repulsion, because when she later attempts to
repeat her original plan, she immediately rotates the magnet in order to change the pole
as soon as she perceives the repulsion.
After the initial discovery of repulsion, 42 children organized work plans during
which was observed the use of both the attraction and repulsion of magnetic poles. The
children’s interest was so intense that none of their plans was abandoned and the
teachers did not need to intervene. We, thus, observed children constructing "trains"
with "wagons" of magnets attracting each other, hunters chasing animals by using
the repulsive powers of magnets or even "dancing" magnets.
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Τhe remaining 6 children who did not try to work with two magnets carefully
observed with great interest the relevant activities of other children. The teachers tried
to urge these children to work with two magnets but when the children used two or
more magnets they still could not distinguish attractive from repulsive forces.
Consequently, we cannot claim that they discovered repulsion.
4. Discussion
The success of the example we gave shows that Piagetian strategies may be a highly
satisfactory teaching framework for the development of effective activities in physical
sciences with respect to lower primary education, as in other studies we have seen the
same for pre-school education (Kampeza & Ravanis, 2009; Nertivich, 2014; Ntalakoura
& Ravanis, 2014; Rodriguez, 2015; Kada & Ravanis, 2016; Tin, 2017). Respect towards
both independence and the individual rate of little children’s development,
encouragement of curiosity and creativity, effective implementation in primary school
classes as well as teachers’ systematic activity are important advantages of these
methods.
Nevertheless, this methodological approach presupposes activities in which the
children may easily and safely handle the pedagogical material, as it is obvious that
methodology focuses on the properly supported, yet autonomous, action of the children
on the objects they are provided and surrounded with. In addition, the comparison
between the effectiveness of Piagetian strategies and other strategies, such as sociocognitive or socio-constructivist approaches, in which a systematic teaching attempt to
transform them, after the children’s mental representations of various physical
phenomena and concepts have been inquired, are of particular interest (Rogers &
Voelker, 1970; Thomson & Voelker, 1970; Ravanis & Papamichaël, 1995; WaiteStupiansky, 1997; Ravanis, Papamichaël & Koulaidis, 2002; Howe, Tolmie, Thurston,
Topping et al., 2007; Grigorovitch, 2014, 2015; Rodriguez & Castro, 2016). Indeed, the
comparison between the results of these approaches and Piagetian strategy
demonstrates the most suitable strategy for the cognitive progress of lower primary
school children. Anyhow, before they are incorporated into some curriculum, the
suggested activities should have been previously tested through research processes in
both experimental environment and actual lower primary classes.
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