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A Study on Core Conceptions of Physics Science Teaching for Children from Kindergarten’s High Class

Author: LiJinZhen
Tutor: ShiYan
School: East China Normal University
Course: Pre-primary Education
Keywords: Class children Core scientific concepts Physical sciences Learning characteristics
CLC: G613.3
Type: Master's thesis
Year: 2011
Downloads: 190
Quote: 1
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Abstract


Scientific concepts as the basic elements of the scientific and educational content, with skeleton support role to play in the process of education and teaching. The core scientific concepts is the concept of a high-level overview and interpretative science concepts in the subject matter has a certain unifying function. Advocate low structured kindergarten curriculum kindergarten science education is facing, such as the content of education lack of depth, low repetition, lack of the age gradient, these suitability issues concerning a scientific educational content. Therefore, the concept of the kindergarten science education science of become necessary, When is the first word of core science concepts and the scientific concepts. Teachers' understanding and mastery of core scientific concepts easy from a higher perspective to control the process of educational activities; departure from the main line of the concept of the targeted organization of scientific education activities, better activities generated during the various contents to make a value judgment. The core scientific concepts of the kindergarten science education practice research nursery in science education has a very important significance. This study attempts to proceed from the natural sciences, physical sciences, as a focal point of the class children, to expand the study to focus on the following three questions: which physical core science concepts in the field of science teaching kindergarteners? Second, class children in learning these physical core scientific concepts, what characteristics? these features appear from what? class children learning the characteristics of these core scientific concepts exist in science teaching process, teachers should adopt strategies to promote children on these core learning and understanding of scientific concepts, so as to minimize the barriers to understanding of the concept of the learning process? through the literature, I focus on the following three aspects, namely: (1) physical sciences field itself subject knowledge requirements; ② The children in the life can often come into contact directly or indirectly, within the scope of their level of development might learn; ③ The today's social development process, to find, organize, analyze, and summarize the preliminary draw in the field of science teaching kindergarten physical eight core scientific concepts: substance, motion and force, sound, light, temperature and heat, magnets, electricity, and ups and downs, these upper core science concepts covered a range of secondary basic scientific concept or principle, and auxiliary a description of the specific factual knowledge, a simple example of the activities and core skills. In the present study, randomly selected from three different levels kindergarten class children in different counties of Shanghai 12 each, for a total of 36 core scientific concepts of the 36 children in learning more than eight situational interviews, preliminary exploration when some of the cognitive status. The study found that 36 are extracted class children there are some individual differences in substance, motion and force, sound, light, temperature and heat, magnets, electricity, and ups and downs of core science concepts when learning also show follows some common characteristics: ① explanation of things and phenomena are rooted in their own life experience; ② The perception oriented and random areas dominated scientific learning process; ③ The abstract thinking and animism of features coexist; ④ judge things and phenomena different standards, the logic is not steady state; the ⑤ explain things and phenomena by the limitations of the default causal. In the present study the causes for the above early learning scientific concepts features, elaboration. Finally, on the basis of the existing research, the results of the study proposed the following teaching suggestions: understanding and respect for children already experience, grasp the teaching object; master the correct scientific concepts to guide children to learn; give children self-inquiry space, changes in teaching methods; creation of psychological learning environment, to return to the lives of children; organization of high-quality dialogue and exchange, lead to cognitive conflict; extend the learning cycle, enrich the connotation of the concept.

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CLC: > Culture, science,education, sports > Education > Pre-school education, early childhood education > Subjects teaching methods,teaching materials > Common sense, stories
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