Finding out how the elementary school children manipulate with empirical material and how they process the obtained information
Keywords:
basic science process skills, causal thinking, empirical thinking, primary science educationAbstract
The article is aimed at a partial problem of science process skills development – the
evaluation of educational outcomes. In comparison to evaluation of obtained knowledge, the
skills development is not so easy to be objectively evaluated. The article provides a proposal
of an evaluation tool and describes the first results of its research utilization. The described
research tool is applicable especially when we would like to consider whether using of
inquiry based science education at primary level has a required impact on pupils΄ science
process skills or not.
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References
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about birds. Research in Science Education, 37, 393 – 405.
Prokop, P., Prokop, M. & Tunnicliffe, S.D. (2008). Effects of keeping animals as pets on
children’s concepts of vertebrates and invertebrates. International Journal of Science
Education, 30, 431 – 449.
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Luxembourg: European Communities.
So, W. W. M. (2004). Learning Science Through Investigations: An Experience with Hong
Kong Primary School Children. International Journal of Science and Mathematic
Education, 1,185 – 200.
Žoldošová, K., & Prokop, P. (2007). Primary pupils' preconceptions about child prenatal
development. Eurasia Journal of Mathematics, Science & Technology Education, 3,
239 – 246.
ideas in science on teaching praktice. Journal of Research in Science Teaching, 37,
363-385.
Beaumont-Walters, Y., & Soyibo, K. (2001). An Analysis of High School Students‘
Performance on Five Integrated Science Process Skills. Research in science and
technological education, 19,133 – 145.
Bernstein, A. C., & Cowan, P. A. (1965). Children’s concepts of how people get babies. Child
Development, 46, 77–91.
Bilgin, I. (2006). The Effects of Hands-on Activities Incorporating a Cooperative Learning
Approach on Eight Grade Students‘ Science Process Skills and Toward Science.
Journal of Baltic Science Education, 9, 27 – 37.
Chen, S. (2008). Young Taiwanese Children’s Views and Understanding. International
Journal of Science Education, 1, 1-21.
Colvill, M., & Pattie, I. (2002). Science Skills – The building Blocks for Scientific Literacy.
Investigating: Australian Primary and Junior Scientific Journal, 18, 20 – 22.
Driver, R. (2002). Children’s Ideas in Science. Buckingham: Open University Press.
Eshach, H. (2006). Science Literacy in Primary Schools and Pre-Schools. Dordrecht:
Spriger.
Etkina, E. et al. (2007). Studying Transfer of Scientific Reasoning Abilities. In L.
McCullough et al. (Eds.) Physics Educational Research Conference. 883(1) 81 – 84.
Fleer, M. (1996). 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, 819-836.
Harlen, W. (1999). Purposes and Procedures for Assessing Science Process Skills.
Assessment in Education: Principles, Policy & Practice, 6, 129-145.
Harlen, W. (2000). The teaching of science in primary school. London: David Fulton
Publishers Ltd.
Hollins, M. & Whitby, V. (1998). Progression in primary science: A guide to the nature and
practice of science in key stages 1 and 2. London: David Fulton Publishers.
Kreitler, H., & Kreitler, S. (1966). Children’s conception of sexuality and birth. Child
Development, 37, 363–378.
Lawson, A. E. (2004). The Nature and Development of Scientific Reasoning a Synthetic
View. International Journal of Science and Mathematic Education, 1, 307 – 338.
Mattheis, F. E, & Nakayama, G. (1988). Development of the Performance of Process Skills
(POPS) Test for Middle Grades Students. Available at:
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=
true&_&ERICExtSearch_SearchValue_0=ED305252&ERICExtSearch_SearchType_0
=no&accno=ED305252
Monhard, R., & Monhard, L. (2006). Creating a Context for the Learning of Science Process
Skills through Picture Books. Early Childhood Education Journal, 34,67 – 71.
Nagy, M. (1953). Children’s conceptions of some bodily functions. Journal of Genetic
Psychology, 83, 199–216.
Padilla, M. (1990). The science process skills. Research Matters-to the Science Teacher. No.
9004. Retrieved September 3, 2005 from http//:www.educ.sfu.ca/narstsite/
publications/ research/skill.htm.
Piaget, J. (1929). The child´s conception of the world. New York: Harcourt, Brace.
Prokop, P., Kubiatko, M. & Fančovičová, J. (2007). Why do cocks crow? Children's concepts
about birds. Research in Science Education, 37, 393 – 405.
Prokop, P., Prokop, M. & Tunnicliffe, S.D. (2008). Effects of keeping animals as pets on
children’s concepts of vertebrates and invertebrates. International Journal of Science
Education, 30, 431 – 449.
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H. & Hemmo, V.
(2007). Science Education Now: A Renewed Pedagogy for the Future of Europe.
Luxembourg: European Communities.
So, W. W. M. (2004). Learning Science Through Investigations: An Experience with Hong
Kong Primary School Children. International Journal of Science and Mathematic
Education, 1,185 – 200.
Žoldošová, K., & Prokop, P. (2007). Primary pupils' preconceptions about child prenatal
development. Eurasia Journal of Mathematics, Science & Technology Education, 3,
239 – 246.
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Published
2017-08-24
How to Cite
Žoldošová, K., & Matejovičová, I. (2017). Finding out how the elementary school children manipulate with empirical material and how they process the obtained information. International Electronic Journal of Elementary Education, 2(3), 327–348. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/243
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