A study of young children's scientific concepts and problem-solving strategies in the process of constructing marble tracks

• Main Authors: Lin Chia-Ju, 林佳儒
• Other Authors: Lu Ming
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/80018120788761918340

碩士 === 國立臺北教育大學 === 幼兒教育學系碩士班 === 96 === Abstract The purpose of this study was to explore the participant types, science concepts and the process representation of the young children who chose the science corner during the activity. The subjects of this study were the 5-6 years old preschool children in the kindergarten. Participant observation, interview, documents were used for data collection, and informal talking with teachers were used to verify for the data. The results showed: The young children’s participant types included “spontaneous exploration”, “peer cooperation”, and “teachers’ scaffolding”. During the exploration, teachers were the major role to encourage children’s exploring. The children showed the scientific concepts including the weight and size of the marbles vs. acceleration, the track’s height vs. the marble’s acceleration, the logic concept of the object and space, force vs. resist, and the materials vs. acceleration. Besides, they experienced the marble’s gravity vs. centrifugal, friction, and counterforce. Their problem-solving strategies included change or adjust track’s relative height, materials, reconstruct, impose force, and generalization of others’ ideas. Children showed exploration abilities in the activities: Children’s curiosity and manipulative ability would support them to involve in the activity. In the beginning of activities, children chose the marble-track which designed or constructed by themselves to manipulate. Children would like to conduct and construct on their own when they involved in the activity. In the exploration with peers, boys and girls showed different cooperation styles. And the experience of success promoted their cooperation motivation. And the concrete problem posing could inspire children to make a feedback. Various materials and opportunities could expand children’s exploration experiences and scientific concepts.