1. Construction of a precursor model for the concept of rolling friction in the thought of preschool age children : a socio-cognitive teaching intervention
- Author
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Dimitris Koliopoulos, Jean-Marie Boilevin, Konstantinos Ravanis, FORTH-ICE-HT, Department of Chemical Engineering, University of Patras [Greece]-University of Patras [Greece], University of Patras [Greece], Centre de Recherche sur l'Education, les apprentissages et la didactique (CREAD), Institut universitaire de formation des maîtres - Bretagne (IUFM Bretagne), Université de Brest (UBO)-Université de Brest (UBO)-Université européenne de Bretagne - European University of Brittany (UEB)-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), and Department of Early Childhood Education
- Subjects
Friction ,Rolling resistance ,Teaching method ,[SHS.EDU]Humanities and Social Sciences/Education ,Psychological intervention ,Socio-cognitiveapproach ,Socio-cognitive ,Science education ,Education ,Mathematics education ,Cognitive development ,Socio-cognitive approach ,0501 psychology and cognitive sciences ,Piaget's theory of cognitive development ,Precursor model ,4. Education ,05 social sciences ,050301 education ,Preschool education ,Cognition ,Preschooleducation ,Teachingstrategy ,Teaching strategy ,Precursormodel ,Psychology ,0503 education ,050104 developmental & child psychology - Abstract
International audience; The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.
- Published
- 2008