CONTENT TRANSFER FROM PRESCHOOL TEACHERS TO PRESCHOOL CHILDREN IN TEACHING NATURAL SCIENCE

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F18%3A63520818" target="_blank" >RIV/70883521:28150/18:63520818 - isvavai.cz</a>

Result on the web

<a href="http://dx.doi.org/10.21125/iceri.2018.2701" target="_blank" >http://dx.doi.org/10.21125/iceri.2018.2701</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/iceri.2018.2701" target="_blank" >10.21125/iceri.2018.2701</a>

Result language

angličtina

Original language name

CONTENT TRANSFER FROM PRESCHOOL TEACHERS TO PRESCHOOL CHILDREN IN TEACHING NATURAL SCIENCE

Original language description

Science education is increasingly important in preschool programs, and research shows that it fosters the development of children&apos;s scientific thinking, at the preschool level, natural science allows each child to perceive the meaning of concepts, to observe relationships, and to discover new ways to understand his surroundings, understand the cycle in nature, and how people, nature and society interact with each other (Andersson &amp; Gullberg, 2014). Teachers of preschools can choose several ways to pass science education to children. The present study is aimed at capturing the essence of the content transfer in natural science education by preschool teachers. The transfer is based on the influence of a previously learned form of behavior on the acquisition and handling of another form of behavior. Teachers should proceed from children&apos;s individual skills, knowledge and experiences that are used in new situations to develop new skills. The quantitatively oriented research methods were content analysis and observation. The subject of the analysis was school educational programs of selected preschools. Content analysis has become a source for the emergence of categories that have become the basis for subsequent observation of the real work of teachers in given preschools. This was primarily about the topic chosen by the teacher for her work with children, the methods, the organizational form, the activities and the questions that she considered during the activity. The research sample includes 5 teachers with secondary and tertiary education and with different lengths of practice. Observations were conducted in preschool classes attended by children aged between 2 and 7 years. The data obtained was coded and categorized. The research results consist of the models of content transfer content in science education, which reflects the moments when the activities directed by the teacher are focused on the given area of education. The models show whether and how teachers only pass the information to children, or activate them and ask them questions. The findings show that teachers are aware of the importance of a constructivist approach, but they do not sufficiently use the elements of science education and they are not always able to motivate children appropriately.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2018

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

ICERI2018 Proceedings

ISBN

978-84-09-05948-5

ISSN

2340-1095

e-ISSN

neuvedeno

Number of pages

8

Pages from-to

7085-7092

Publisher name

IATED Academy

Place of publication

Valencia

Event location

Seville

Event date

Nov 12, 2018

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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