NDLI: Children “scientists” know the reasons why and they are “poets” too. Non-randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts

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Children “scientists” know the reasons why and they are “poets” too. Non-randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts

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European Journal of Psychology of Education : Volume 17, Issue 3, September 2002

European Journal of Psychology of Education : Volume 17, Issue 2, June 2002

European Journal of Psychology of Education : Volume 17, Issue 1, March 2002

European Journal of Psychology of Education : Volume 16

European Journal of Psychology of Education : Volume 15

European Journal of Psychology of Education : Volume 14

European Journal of Psychology of Education : Volume 13

European Journal of Psychology of Education : Volume 12

Children “scientists” know the reasons why and they are “poets” too. Non-randomized controlled trial to evaluate the effectiveness of a strategy aimed at improving the learning of scientific concepts

Content Provider	Springer Nature Link
Author	Bigozzi, Lucia Biggeri, Annibale Boschi, Filippo Conti, Paola Fiorentini, Carlo
Copyright Year	2002
Abstract	This study aimed to verify the efficacy of a strategy for science learning acquisition based on contextual, metacognitive and sociocultural perspectives, strongly linked to the paradigm of conceptual change.The teaching model we adopted is based on co-operation for the realization of scientific experiences, and included direct observation, pair or group work, individual written reports and confrontation through discussion by the whole class.The experiment also aimed at verifying the efficacy of our learning strategy on the acquisition of skills such as debating, prediction, description, narrative structure and basic cognitive linguistic competence (the capacity to activate periphrastic, inferential, logical, critical, evaluative and aesthetic-poetic reasoning during the reading of a passage).Our sample consisted of 79 pupils, aged 7 to 10 years: the experimental group (18 boys and 22 girls) and the control group (19 boys and 20 girls).The result show that the children belonging to the experimental group, unlike those from the control group, were able to give reasons why the scientific phenomena they studied occurred and were better to explain these newly acquired concepts, producing spontaneously a large amount of metaphors and analogies, while they tried to understand, record and discuss what they had observed.Cette étude se propose de vérifier l'efficacité d'une stratégie pour l'apprentissage des concepts scientifiques fondée sur la perspective contextuelle, metacognitive et socioculturelle, envisagée en rapport très étroit avec le paradigme du changement conceptuel.Le modèle d'enseignement suivi est basé sur la coopération pour la réalisation d'expériences scientifiques et il prévoit l'observation directe, la formation de groupes de travail entre enfants du même age, rédaction individuelle de compte rendu, la comparaison à travers la discussion dans tante la classe.Cette étude se propose aussi le but de vérifier l'efficacité d'une strtegie d'enseignement par nous adoptée, finalisée à l'acquisition de quelques habilités telles que l'argumentation, la prédiction, la description, structuration des narrations et les compétences cognitive et linguistiques fondamentales (la capacité d'activer le raisonnement paraphrastiques, inferentiel, logique, critique, esthétique, pendant la lecture d'un extrait).Notre échantillon se réfère à 79 enfants, entre 7 et 10 ans, repartis en deus groupes: le groupe expérimental (18 garçons et 22 filles), le groupé de contrôle (19 garçons et 20 filles).Les résultats montrent que les enfants qui ont participé ou groupe expérimental différemment de ceux qui ont fait parte du groupe de contrôle, sont capables de repérer les raisons des phénomènes scientifiques observes et ils se révèlent plus capables que les antres d'expliquer les nouveaux concepts acquis.En outre ces enfants ont produit une grande quantité de métaphores et d'analogies pendant qu'ils essayaient de comprendre, enregistrer et discuter c'e qu'ils avaient observé.
Starting Page	343
Ending Page	362
Page Count	20
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	17
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2002-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Collaborative learning in classroom discussions Instructional strategies Science education Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
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9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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