RT Book,_Section
T1 Encouraging the construction of a precursor model about air through experimental activities in preschool
A1 Sesto Varela, Vanessa
A1 Lorenzo Flores, María
A1 García-Rodeja Gayoso, Isabel
AB This chapter presents the results of an empirical research on the construction of a precursor model related to air in Spanish preschool children. It is based on a teaching intervention specifically designed to address the ideas that air exists, has mass and occupies a volume in space and during which the children were encouraged to make predictions for daily phenomena using air and test them experimentally. The participants’ explanations about air were categorized considering the conceptual framework of precursor model. According to that conceptual framework, young children are able to construct a precursor model when they provided naturalistic explanations or other more sophisticated explanations. The discussions with the young children showed that, at first, they had not conceptualized the idea of air. Nevertheless, during the performance of the teaching sequence, the children’s explanations were acquiring a higher level of sophistication. A considerable number of preschool children recognized that air exists and occupies a space. The mass was the most difficult property to assimilate. The results suggest that the teaching sequence allows young children to construct a precursor model related to air that will probably support the development of their understanding in the conceptual domain of matter
PB Springer Nature
SN 978-3-031-08157-6
SN 978-3-031-08158-3
YR 2022
FD 2022
LK http://hdl.handle.net/10347/32322
UL http://hdl.handle.net/10347/32322
LA eng
NO Sesto Varela, V., Lorenzo Flores, M., García-Rodeja Gayoso, I. (2022). Encouraging the Construction of a Precursor Model About Air Through Experimental Activities in Preschool. In: Boilevin, JM., Delserieys, A., Ravanis, K. (eds) Precursor Models for Teaching and Learning Science During Early Childhood. Contemporary Trends and Issues in Science Education, vol 55. Springer, Cham
NO Project EDU2015-66643-C2-2-P funded by the Ministry of Economy and Competitiveness, and grand code PGC2018-096581-B-C22 supported by the Spanish Ministry of Science, Education and Universities, partly funded by the European Regional Development Fund (ERDF)
DS Minerva
RD 22 abr 2026