![]() Animation technology also helped the children realize that atoms and molecules are everywhere in everything, suggesting that the time elapsed between the transition from the macroscopic level to the submicroscopic level also provided the children with a sense of scale. ![]() Results show that the next stage of concept development, besides using descriptions from everyday experiences was the realization these were new experiences, that it was in fact something new they were seeing. It was not until aminations, zooming in from the macroscopic to the atomic and molecular levels were used that the children’s concept of small began to develop. Instead, the children applied their experiences from the macroscopic world to describe what they saw. ![]() Results show that practical experience with magnifying glasses, microscopes, and the deconstruction of several items did not provide enough backdrop for the children to imagine what an even smaller world would look like. A longitudinal study focusing on children’s conversations during a series of activities with a chemistry focus was designed and implemented. ![]() This chapter is a summary of 5-years of research regarding children’s emerging abstract concepts. 2022 (English) In: Active Learning: Research and Practice for STEAM and Social Sciences Education / Ortega-Sánchez, Delfín, IntechOpen, 2022 Chapter in book (Refereed) Abstract ![]()
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