Разумевање раста и развоја биљке код деце предшколског узраста

Gordana M. Stepić

doi:10.5937/zrffp56-59622

Gordana M. Stepić Univerzitet u Kragujevcu, Fakultet pedagoških nauka, Katedra za didaktičko-metodičke nauke, Jagodina https://orcid.org/0000-0003-3122-7147

DOI: https://doi.org/10.5937/zrffp56-59622

Ključne reči: деца предшколског узраста, раст и развој биљке, цртеж

Sažetak

Деца од раног узраста граде разумевање природно-научних концепата кроз интеракције са светом око себе. Цртање се истиче као корисна методологија за стицање увида у мисли и идеје деце у вези са различитим аспектима света који их окружује. Циљ истраживања је сагледавање и разумевање објашњења деце предшколског узраста о расту и развоју биљке. Истраживање је дескриптивног карактера. Узорак истраживања чини шездесеторо деце узраста од пет и по до шест и по година. У прикупљању података коришћени су следећи инструменти: 1) дечји цртеж; 2) протокол за вођење интервјуа. Обрада података извршена је применом методе анализе садржаја. Резултати истраживања указују да процес разумевања биљног света почиње у предшколском периоду и у директној је вези са непосредним искуствима деце са биљним светом код куће и/или у вртићу. Деца примењују широк спектар сликовних елемената о расту и развоју биљке и кроз објашњења цртежа своја разумевања надограђују. Објашњења деце су претежно натуралистичка и најчешће укључују следеће факторе: сунце, воду и тло. То указује да деца предшколског узраста имају капацитет да манипулишу објашњењима одговарајућег типа, и даље, да је оправдано сматрати да би се развој разумевања и објашњавања, као елемената научног процеса, могао и требало подстицати одговарајућим стратегијама васпитача у предшколском узрасту.

Reference

Anderson, J. L., Ellis, J. P., & Jones, A. M. (2014). Understanding early elementary children’s conceptual knowledge of plant structure and function through drawings. CBE – Life Science Education, 13(3), 375–386. https://doi.org/10.1187/cbe.13-12-0230

Barman, C. R., Stein, M., McNair, S., & Barman, S. (2006). Students’ ideas about plants and plant growth. The American Biology Teacher, 68, 73–79. https://doi.org/10.2307/4451935

Bell, B. F. (1981). What is a plant? Some children’s ideas. New Zealand Science Teacher, 31, 10–14.

Berzonsky, M. D. (1971). The role of familiarity in children`s explanations of physical causality. Child Development, 42, 705–715.

Bland, D. (2012). Analysing children’s drawings: applied imagination. International Journal of Research & Method in Education, 35, 235–242. https://doi.org/10.1080/1743727X.2012.717432

Brewer, W. F., Chinn C. A., & Samarapungavan, A. (1998). Explanation in scientists and children. Minds and Machines, 8, 119–136.

Brooks, M. (2009). Drawing, visualisation and young children’s exploration of “Big Ideas”. International Journal of Science Education, 31(3), 319–341. https://doi.org/10.1080/09500690802595771

Christidou, V., & Hatzinikita V. (2006). Preschool children’s explanations of plant growth and rain formation: A comparative analysis. Research in Science Education, 36(3), 187–210. https://doi.org/10.1007/s11165-005-9006-1

Cox, S. (2005). Intention and meaning in young children’s drawing. International Journal of Art & Design Education, 24(2), 115–125. https://doi.org/10.1111/j.1476-8070.2005.00432.x

Crook, C. (1985). Knowledge and appearance. In: N. H. Freeman & M. V. Cox (Eds.), Visual Order: The Nature and Development of Pictorial Representation (pp. 248–265). Cambridge: Cambridge University Press.

Donaldson, M. L., & Elliot, A. (1990). Children’s explanations. In: R. Grieve & M. Hughes (Eds.), Understanding Children (pp. 26–50). Oxford: Blackwell Ltd.

Fančovičová, J., & Prokop, P. (2010). Development and initial psychometric assessment of the Plant Attitude Questionnaire. Journal of Science Education and Technology, 19(5), 415–421. https://doi.org/10.1007/s10956-010-9207-x

Farokhi, M., & Hashemi, M. (2011). The analysis of children’s drawings: Social, emotional, physical, and psychological aspects. Procedia – Social and Behavioral Sciences, 30, 2219–2224. https://doi.org/10.1016/j.sbspro.2011.10.433

Fleer, M. (1993). Science education in child care. Science Education, 77(6), 561–573.

Gelman, S. A., & Kremer, K. E. (1991). Understanding natural cause: Children’s explanations of how objects and their properties originate. Child Development, 62, 396–414.

Katz, C., & Hamama, L. (2013). “Draw me everything that happened to you”: Exploring children’s drawings of sexual abuse. Children and Youth Services Review, 35, 877–882. https://doi.org/10.1016/j.childyouth.2013.02.007

Kelemen, D., Emmons, N. A., Seston Schillaci, R., & Ganea, P. A. (2014). Young children can be taught basic natural selection using a picture-storybook intervention. Psychological Science, 25(4), 893–902. https://doi.org/10.1177/0956797613516009

Koslowski, B., & Okagaki, L. (1986). Non-Humean indices of causation in problem-solving situations: Causal mechanism, analogous effects, and the status of rival alternative accounts. Child Development, 57, 1100–1108.

Kress, G. (1997). Before Writing: Re-thinking the Paths to Literacy. London: Routledge.

Larkin, D. (2012). Misconceptions about “misconceptions”: Pre-service secondary science teachers’ views on the value and role of student ideas. Science & Education, 96, 927–959. https://doi.org/10.1002/sce.21022

Lewis, D., & Greene, J. (1983). Your Child’s Drawings. Their Hidden Meaning. London: Hutchinson.

O’Loughlin, M. (1992). Rethinking science education; Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29(8), 791–820.

Piaget, J. (1929). The Child’s Conception of the World. London: Routledge – Kegan Paul.

Piaget, J. (1930). The Child’s Conception of Physical Causality. London: Routledge – Kegan Paul.

Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.

Piaget, J. (1970). Science of Education and the Psychology of the Child. New York: Orion Press.

Piaget, J. (1977). The Development of Thought: Equilibration of Cognitive Structures. New York: Viking Press.

Pramling, N., & Pramling-Samuelsson, I. (2001). It is floating “cause there is a hole”: A young child’s experience of natural science. Early Years, 21(2), 139–149. https://doi.org/10.1080/713667696

Reiss, M. J., & Tunnicliffe, S.D. (2001). Students’ understandings about human organs and organ systems. Research in Science Education, 31, 383–399. https://doi.org/10.1023/A:1013116228261

Schneekloth, L. H. (1989). Play environments for visually impaired children. Journal of Visual Impairment & Blindness, 83(4), 196–201. https://doi.org/10.1177/0145482X8908300406

Smith, E. L., & Anderson, C. W. (1984). Plants as producers: A case study of elementary science teaching. Journal of Research in Science Teaching, 21(7), 685–698. https://doi.org/10.1002/tea.3660210703

Springer, K., & Keil, F. C. (1991). Early differentiation of causal mechanisms appropriate to biological and nonbiological kinds. Child Development, 62, 767–781.

Thomas, G. V., & Silk, A. M. (1990). An Introduction to the Psychology of Children’s Drawings. New York: New York University Press.

Villarroel, J. D., & Infante, G. (2014). Early understanding of the concept of living things: An examination of young children’s drawings of plant life. Journal of Biological Education, 48(3), 119–126. https://doi.org/10.1080/00219266.2013.837406

Villarroel, J. D., Antón, A., Zuazagoitia, D., & Nuño, T. (2017). Young children’s understanding of plant life: A study exploring rural–urban differences in their drawings. Journal of Biological Education, 52(3), 331–341. https://doi.org/10.1080/00219266.2017.1385505

Vosniadou, S. (2002). On the nature of naive physics. In: M. Limon & L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice (pp. 61–76). Dordrecht: Springer. https://doi.org/10.1007/0-306-47637-1_3

Wee, B. (2011). A cross-cultural exploration of children’s everyday ideas: Implications for science teaching and learning. International Journal of Science Education, 34(4), 609–627. https://doi.org/10.1080/09500693.2011.579193

Yuen, F. C. (2004). “It was fun… I liked drawing my thoughts”: Using drawings as a part of the focus group process with children. Journal of Leisure Research, 36, 461–482. https://doi.org/10.1080/00222216.2004.11950032