ИСТРАЖИВАЊЕ ИДЕЈА ДЕЦЕ О ФОРМИРАЊУ СЕНКЕ
Ključne reči:
деца предшколског узраста, дечји цртеж, формирање сенке
Sažetak
Деца предшколског узраста имају потешкоће да објасне феномен формирања сенкe и сложеност тог феномена. С обзиром на то, циљ истраживања је да се на основу цртежа сагледају идеје деце предшколског узраста о формирању сенке. Узорак су чинила деца две васпитне групе, укупно 44 деце, из Предшколске установе „Наша младост“ из Лапова. Примењена је дескриптивна метода и техника анализа садржаја, при чему су коришћене унапред постављене категорије: присуство три ентитета који су потребни за представљање феномена формирања сенке, карактеристике сенке, однос објекта, сенке и извора светлости и природа светлости. Настанак сенке деца претежно приказују коришћењем три ентитета (извор светлости, објекат и сенка) у различитим односима. Сенка се неретко представља у виду контуре, коришћењем различитих боја и са непотребним детаљима. Деца најчешће истичу значај сунца за формирање сенке. Истраживање предлаже васпитачима и другим заинтересованим алат за сагледавање, тумачење и праћење идеја деце као основ за подршку истраживању природних феномена са децом.
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Siry, Kremer 2011: Christina Siry, Isabelle Kremer. Children explain the rainbow: Using young
children’s ideas to guide science curricula. Invited contribution to special
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Siry, Gorges 2020: Christina Siry, Anna Gorges. Young students' diverse resources for meaning making in science: Learning from multilingual contexts. International Journal of Science Education, 42(14), 2364–2386. https://doi.org/10.1080/09500693.2019.1625495
Siry 2011: Christina Siry. Exploring the significance of resource-rich views in science education. Cultural Studies of Science Education, 6(4), 1019–1029. https://doi.org/10.1007/s11422-011-9353-3
Soundy, Drucker 2010: Cathleen Soundy, Marilyn Drucker. Picture partners: A co-creative journey into visual literacy. Early Childhood Education Journal, 37, 447–460.
Fleer 1996: Marilyn Fleer. Early learning about light: mapping preschool children’s thinking about light before, during and after involvement in a two week teaching program. International Journal of
Science Education, 18(7), 819–836.
Fragkiadaki, Fleer, Ravanis 2021: Glykeria Fragkiadaki, Marilyn Fleer, Konstantinos Ravanis. Understanding the complexity of young children's learning and development in science: a twofold methodological model building on constructivist and cultural-historical strengths. Learning, Culture and Social Interaction, 28. 100461. https://doi.org/10.1016/j.lcsi.2020.100461
Frisch 2006: Nina Scott Frisch. Drawing in preschools: a didactic experience. International Journal of Art and Design Education, 25(1), 74–85.
Hall 2009: Emese Hall. Mixed messages: the role and value of drawing in early education. International Journal of Early Years Education, 17(3), 179–190.
Herakleioti, Pantidos 2016: Evagelia Herakleioti, Panagiotis Pantidos. The contribution of the human body in young children’s explanations about shadow formation. Research in Science Education, 46(1), 21–42.
Chang 2005: Ni Chang. Children’s drawings: science inquiry and beyond. Contemporary Issues in Early Childhood,6(1),104–106.
Chang 2012: Ni Chang. What are the roles that children’s drawings play in inquiry of science concepts?
Early Child Development and Care, 182(5), 621–637.
Chen 2009: Shu-Min Chen. Shadows: Young Taiwanese Children’s Views and Understanding.
International Journal of Science Education, 31(1), 59–79.
Anning, Edwards 1999: Angela Anning, Anne Edwards. Promoting children’s learning from birth to five. Buckingham: Open University Press.
Anning, Ring 2004: Angela Anning, Kathy Ring. Making sense of children’s drawings. Maidenhead: Open University Press.
Благданић, Радовановић, Бошњак Степановић 2019: Благданић Сања, Радовановић Ивица, Бошњак-Степановић Марија. Предубеђења ученика о природним феноменима на почетку основног образовања – оков и/или могућност. Иновације у настави, 32(1), 16–29. doi:10.5937/inovacije1901016B
Wood, Hall 2011: Elizabeth Wood, Emese Hall. Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3–4), 267–281.
Gallegos-Cázares, Flores-Camacho, Calderón-Canales 2009: Leticia Gallegos-Cazares, Fernando Flores-Camacho, Elena Calderon-Canales. Preschool science learning: The construction of representations and explanations about color, shadows, light and images. Review of Science, Mathematics and ICT Education, 3(1), 49–73.
Güneş, Şahin 2020: Gökhan Güneş, Volkan Şahin. Preschoolers' thoughts on the concept of time. The Journal of Genetic Psychology, 181(4), 293–317. https://doi.org/10.1080/00221325.2020.1753645
Delserieys, Jégou, Boilevin, Ravanis 2018: Alice Delserieys, Corinne Jégou, Jean-Marie Boilevin, Konstantinos Ravanis. Precursor model and preschool science learning about shadows formation. Research in Science and Technological Education, 36(2), 147–164.
Delserieys, Impedovo, Fragkiadaki, Kampeza 2017: Alice Delserieys, Maria-Antonietta Impedovo, Glykeria Fragkiadaki, Maria Kampeza. Using drawings to explore preschool children’s ideas about shadow formation. Review of science, mathematics and ICT education, 11(1), 55–69.
DeVries 1986: Rheta DeVries. Children's conceptions of shadow phenomena. Genetic, Social, and General Psychology Monographs, 112(4), 479–530.
Edwards, Gandini, Forman (Eds) 1998: Carolyn Edwards, Lella Gandini, George Forman. The hundred languages of children: the Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex.
Ainsworth, Prain, Tytler 2011: Shaaron Ainsworth, Vaughan Prain, Russell Tytler. Drawing to Learn in Science. Science, 333, 1097- 1096 DOI: 10.1126/science.1204153
Kampeza, Ravanis 2012: Maria Kampeza, Konstantinos Ravanis. Children's understanding of the earth's shape: an instructional approach in early education. Skholê, 17, 115–120.
Kress, Jewitt, Ogborn, Tsatsarelis 2001: Gunther Kress, Carey Jewitt, Jon Ogborn, Tsatsarelis Charalampos. Multimodal teaching and learning: the rhetorics of the Science classroom. London: Continuum.
Campbell, Jobling, Howitt, Chubb (Eds) 2015: Coral Campbell, Wendy Jobling, Christine Howitt, Ian William Chubb. Science in early childhood. Port Melbourne: Cambridge University Press.
Coates, Coates 2006: Elizabeth Coates, Andrew Coates. Young children talking and drawing. International Journal of Early Years Education, 14(3), 221–241.
Malaguzzi 1998:Loris Malaguzzi. History, Ideas, and Basic Philosophy – An Interview with Lella Gandini. U: Edwards, C. P., Gandini, L., Forman, G. (ur.), The Hundred Languages of Children – The Reggio Emilia Approach, Advanced Reflections. London: Ablex Publishing, str. 49–97.
Matthews 2003: John Matthews. Drawing and painting: Children and visual representation (2nd edn.). London: Paul Chapman Publishing ltd.
Papandreou 2014: Maria Papandreou. Communicating and Thinking Through Drawing
Activity in Early Childhood, Journal of Research in Childhood Education, 28 (1), 85–100, DOI: 10.1080/02568543.2013.851131
Parker 2006: Joan Parker. Exploring the impact of varying degrees of cognitive conflict in the generation of
both subject and pedagogical knowledge as primary trainee teachers learn about shadow formation. International Journal of Science Education, 28(13), 1545–1577.
Ravanis, Zacharos, Vellopoulou 2010: Konstantinos Ravanis, Konstantinos Zacharos, Angeliki Vellopoulou. The formation of shadows: the case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1–6.
Ring 2006: Kathy Ring. Supporting young children drawing: Developing a role. International Journal of Education through Art, 2(3), 195–209.
Rogoff 2003: Barbara Rogoff. The cultural nature of human development. New York: Oxford University Press.
Segal, Cosgrove 1993: Gilda Segal, Mark Cosgrove. “The Sun Is Sleeping Now”: Early Learning about Light and Shadows. Research in Science Education, 23, 276–285. http://dx.doi.org/10.1007/BF02357071
Siry, Kremer 2011: Christina Siry, Isabelle Kremer. Children explain the rainbow: Using young
children’s ideas to guide science curricula. Invited contribution to special
issue of The Journal of Science Education and Technology, 20, 643–655.
Siry, Gorges 2020: Christina Siry, Anna Gorges. Young students' diverse resources for meaning making in science: Learning from multilingual contexts. International Journal of Science Education, 42(14), 2364–2386. https://doi.org/10.1080/09500693.2019.1625495
Siry 2011: Christina Siry. Exploring the significance of resource-rich views in science education. Cultural Studies of Science Education, 6(4), 1019–1029. https://doi.org/10.1007/s11422-011-9353-3
Soundy, Drucker 2010: Cathleen Soundy, Marilyn Drucker. Picture partners: A co-creative journey into visual literacy. Early Childhood Education Journal, 37, 447–460.
Fleer 1996: Marilyn Fleer. Early learning about light: mapping preschool children’s thinking about light before, during and after involvement in a two week teaching program. International Journal of
Science Education, 18(7), 819–836.
Fragkiadaki, Fleer, Ravanis 2021: Glykeria Fragkiadaki, Marilyn Fleer, Konstantinos Ravanis. Understanding the complexity of young children's learning and development in science: a twofold methodological model building on constructivist and cultural-historical strengths. Learning, Culture and Social Interaction, 28. 100461. https://doi.org/10.1016/j.lcsi.2020.100461
Frisch 2006: Nina Scott Frisch. Drawing in preschools: a didactic experience. International Journal of Art and Design Education, 25(1), 74–85.
Hall 2009: Emese Hall. Mixed messages: the role and value of drawing in early education. International Journal of Early Years Education, 17(3), 179–190.
Herakleioti, Pantidos 2016: Evagelia Herakleioti, Panagiotis Pantidos. The contribution of the human body in young children’s explanations about shadow formation. Research in Science Education, 46(1), 21–42.
Chang 2005: Ni Chang. Children’s drawings: science inquiry and beyond. Contemporary Issues in Early Childhood,6(1),104–106.
Chang 2012: Ni Chang. What are the roles that children’s drawings play in inquiry of science concepts?
Early Child Development and Care, 182(5), 621–637.
Chen 2009: Shu-Min Chen. Shadows: Young Taiwanese Children’s Views and Understanding.
International Journal of Science Education, 31(1), 59–79.