Preschool Children’s Reasoning about Sound from an Inferential-Representational Approach

The purpose of this article is to present an analysis to identify the reasoning processes and representations that preschool students develop about sound based on the inferential-representational approach. Participants were 18 preschool students between the ages of four and five attending three rura...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:Education sciences Ročník 11; číslo 4; s. 180 - 192
Hlavní autoři: Gallegos-Cázares, Leticia, Flores-Camacho, Fernando, Calderón-Canales, Elena
Médium: Journal Article
Jazyk:angličtina
Vydáno: Basel MDPI AG 01.04.2021
Témata:
Acoustics
Cognition & reasoning
College Students
Concept Formation
Educational Change
Environment
Epistemology
Inferences
Instructional Improvement
Intention
Learning Processes
Logical Thinking
Organic Chemistry
preschool
Preschool Children
Preschool Education
representations
Rural Schools
Science Education
Scientific Concepts
Students
Teaching Methods
Thinking Skills
ISSN:2227-7102, 2227-7102
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:The purpose of this article is to present an analysis to identify the reasoning processes and representations that preschool students develop about sound based on the inferential-representational approach. Participants were 18 preschool students between the ages of four and five attending three rural schools located in the Sierra Norte of Puebla, Mexico. Data were obtained through a 14 question semi-structured interview. From children’s answers to the formulated questions, an inferential analysis method was applied to identify intentionality, representation elements, sign-material expressions, representations, inferences, and coordination rules in students’ constructions. The results show that children build a basic set of epistemic tools to give meaning to their interpretations and can use them as surrogate reasoning to make inferences. This research constitutes the first approximation toward the understanding of preschool children’s reasoning forms with an inferential-representational approach and constitutes a new approach that puts forward new referents to analyze students of different ages. We consider that the described results and analysis have implications on science education at this educational level.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci11040180