Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school
Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school
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幼儿在自然户外环境中对科学主题的疑问：幼儿园和小学的定性研究
DOI：
10.1080/09500693.2021.1895451
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发表时间：
2021
影响因子：
2.3
通讯作者：
Eli Munkebye
中科院分区：
文献类型：
--
作者：
I. Skalstad;Eli Munkebye
提问是儿童获取信息和知识的重要途径，在儿童的学习过程中起着重要的作用。在这项研究中，我们研究了两个幼儿园（4 - 6岁）和六个小学班级（2 - 4年级）的孩子在自然户外环境中向老师提出的问题的特征。录音是用活动摄影机和录音机进行的。我们还研究了提出问题的背景。我们发现，学龄前儿童的科学主题问题主要涉及主题（74-95%），而学龄儿童更多地提出实用问题。我们的研究结果表明，为孩子们提供开放的活动，让他们自己探索各种自然元素，似乎会引发孩子们的主题问题。我们还发现，孩子们问主题问题是为了获得事实信息，以及关于被研究对象的第一手经验，他们很少问更高认知水平的问题。通过回答孩子们的基本信息问题，这似乎引出了更高认知水平的问题。在所有的提问设置中，老师跟进孩子们的探索是很重要的。
ABSTRACT Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child’s learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4–6-year-olds) and six primary school classes (2nd–4th grade) when situated in a natural outdoor environment. Recordings are undertaken by means of action cameras and audio recorders. We also examine the contexts in which the questions are asked. We found that whereas the preschool children’s science topic questions mostly concerned subject matter (74–95%), the schoolchildren more often asked practical questions. Our findings indicate that providing the children with activities that open for the children’s own explorations of a variety of nature elements seems to elicit subject matter questions in the children. We also found that children ask subject matter questions to gain factual information, as well as first-hand experiences about the object being studied, and that they ask few questions of higher cognitive levels. By providing answers to the children’s basic information questions, this seems to elicit questions of higher cognitive levels. In all the question-asking settings, it is important that the teacher follows up on the children’s explorations.