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Table of Contents
Intro
Foreword
Contents
Part I: About Precursor Models
Chapter 1: Introduction
References
Chapter 2: What Is a Precursor Model?
2.1 Preamble
2.2 Background: Institutional and Theoretical Contexts
2.3 Concept Construction
2.4 When the Researcher's Ignorance Becomes a Resource
2.5 In Search of an Approach to Guiding Pupils in Their Conceptual Learning and Modelling Approaches
2.6 An Example of a Precursor Model: Interaction as a Precursor of the Force Model
2.7 Precursor Models: Status, Function and Prospects
2.8 Assessment and Prospects
References
Chapter 3: What Use Is a Precursor Model in Early Science Teaching and Learning? Didactic Perspectives
3.1 Introduction
3.2 A Classification of Theoretical and Methodological Frameworks for Construction of the Physical World Between the Age of 4 and 8
3.3 Precursor Models in the Conceptual Frameworks for a Socio-cognitive Approach
3.3.1 Representations
3.3.2 Objectives-Obstacles
3.3.3 Precursor Models
3.3.3.1 Model as a Concept in Science Education
3.3.3.2 Precursor Models in Early Childhood Education
3.3.4 Tutoring and Mediation
3.4 Discussion and Conclusion
4.4.4 Conceptual Conversations
4.4.4.1 Identifying Children's Previous Ideas
4.4.4.2 Concepts Clarification and Definition
4.4.4.3 Objects' Properties
4.4.5 Procedural Conversations
4.4.5.1 Solving Problems
4.4.5.2 Making Prediction and Hypothesis
4.4.5.3 Results Discussion
4.4.5.4 Construction Explanation Based on the Scientific Precursor Model
4.4.6 Conversations Related to Affective and Motivational Issues
4.5 Conclusions
References
Chapter 5: Precursor Model and Preschool Science Learning About Shadows Formation
5.1 Introduction
5.1.1 Research on Shadow Formation with Pre-School Children
5.1.2 Definition of Precursor Model of the Phenomenon of Shadow Formation and Research Question
5.2 Methods
5.2.1 Description of the 2 Phases
5.2.1.1 Phase 1
5.2.1.2 Phase 2
5.2.2 Description of Each Step of Phases 1 and 2
5.2.2.1 A Socio-cognitive Teaching Intervention on Shadow Formation
5.2.2.2 Pre-test and Post-test Protocol
5.2.2.3 Data Collection
5.3 Results
5.3.1 Data Analysis: Categorisation
5.3.2 Efficiency of the Teaching Intervention
5.3.3 Children Progress
Foreword
Contents
Part I: About Precursor Models
Chapter 1: Introduction
References
Chapter 2: What Is a Precursor Model?
2.1 Preamble
2.2 Background: Institutional and Theoretical Contexts
2.3 Concept Construction
2.4 When the Researcher's Ignorance Becomes a Resource
2.5 In Search of an Approach to Guiding Pupils in Their Conceptual Learning and Modelling Approaches
2.6 An Example of a Precursor Model: Interaction as a Precursor of the Force Model
2.7 Precursor Models: Status, Function and Prospects
2.8 Assessment and Prospects
References
Chapter 3: What Use Is a Precursor Model in Early Science Teaching and Learning? Didactic Perspectives
3.1 Introduction
3.2 A Classification of Theoretical and Methodological Frameworks for Construction of the Physical World Between the Age of 4 and 8
3.3 Precursor Models in the Conceptual Frameworks for a Socio-cognitive Approach
3.3.1 Representations
3.3.2 Objectives-Obstacles
3.3.3 Precursor Models
3.3.3.1 Model as a Concept in Science Education
3.3.3.2 Precursor Models in Early Childhood Education
3.3.4 Tutoring and Mediation
3.4 Discussion and Conclusion
4.4.4 Conceptual Conversations
4.4.4.1 Identifying Children's Previous Ideas
4.4.4.2 Concepts Clarification and Definition
4.4.4.3 Objects' Properties
4.4.5 Procedural Conversations
4.4.5.1 Solving Problems
4.4.5.2 Making Prediction and Hypothesis
4.4.5.3 Results Discussion
4.4.5.4 Construction Explanation Based on the Scientific Precursor Model
4.4.6 Conversations Related to Affective and Motivational Issues
4.5 Conclusions
References
Chapter 5: Precursor Model and Preschool Science Learning About Shadows Formation
5.1 Introduction
5.1.1 Research on Shadow Formation with Pre-School Children
5.1.2 Definition of Precursor Model of the Phenomenon of Shadow Formation and Research Question
5.2 Methods
5.2.1 Description of the 2 Phases
5.2.1.1 Phase 1
5.2.1.2 Phase 2
5.2.2 Description of Each Step of Phases 1 and 2
5.2.2.1 A Socio-cognitive Teaching Intervention on Shadow Formation
5.2.2.2 Pre-test and Post-test Protocol
5.2.2.3 Data Collection
5.3 Results
5.3.1 Data Analysis: Categorisation
5.3.2 Efficiency of the Teaching Intervention
5.3.3 Children Progress