PL EN


Journal
2010 | 46 | 139-156
Article title

CHILDREN'S THINKING. CLOUDS, RAIN, AND RAINBOW IN CHILDREN'S EXPLANATIONS (Laste motlemine. Pilved, vihm ja vikerkaar laste seletustes)

Authors
Title variants
Languages of publication
EN
Abstracts
EN
The article describes the learning process of children, and the associated difficulties in the transfer from everyday thinking to scientific. Everyday explanations (direct descriptions of phenomena, fragments heard from adults, analogy-based explanations) are prevalent in preschool children. In school, children begin to learn scientific (non-experiential) knowledge and develop the scientific level of thinking. This is a long and time-consuming process, in the course of which children continue to use everyday explanations, adding to them synthetic concepts and explanations. The relevant theory is illustrated by analysing the explanations of children with regard to clouds and rain as conventional meteorological phenomena, and the rainbow as an extraordinary and attractive object which deserves attention. Individual interviews were conducted with 116 primary school students. The results show that everyday and synthetic explanations are predominant in primary school children, with the relevant reasons being pointed out
Journal
Year
Volume
46
Pages
139-156
Physical description
Document type
ARTICLE
Contributors
  • Eve Kikas, University of Tartu, Institute of Education, Salme 1a, 50103, Tartu, Estonia
References
Document Type
Publication order reference
Identifiers
CEJSH db identifier
11EAAAAA09468
YADDA identifier
bwmeta1.element.08c67d1a-01d4-326b-a751-37b539bce50e
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