The reflective experimental construction of meanings about the shape of the Earth and the alternation of day and night
Keywords:
Conceptual Development, Evolution Understanding, Parent-Child Conversation, Informal Learning Environments, Science EducationAbstract
The purpose of this paper is to describe and analyze the process of construction of meaning
about the shape of the Earth and the alternation of day and night, which is inherent to the
practice of experimental science teaching. This teaching practice was gradually done by the
researcher in a 1st grade class of a Portuguese primary school. The class was composed of 18
students, ten girls and eight boys, with ages ranging from six to seven years old. The analysis of
the meaning construction process focused on the class diary prepared by the researcher, based
on the field notes and audio recordings made during the participant observation in the
classroom. The goals of the interpretive analysis of the diary were as follows: a) identifying the
students' initial ideas expressed during class about the shape of the Earth, b) characterizing the
processes that promote the construction of knowledge about the topics under study; c) and
presenting the learning that takes place during class. These instances of learning described in
the class diary, combined with the results of a true or false questionnaire, suggest that most
students developed a good understanding about the shape of the Earth and the alternation of
day and night.
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References
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Brand, B. R. & Moore, S. J. (2011). Enhancing Teachers’ Application of Inquiry_Based
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prácticas (pp. 89-103). Barcelona: Editorial Gráo.
Charpack, G. (2005). As Ciências na Escola Primária: Uma Proposta de Acção. Mem Martins:
Editorial Inquérito.
Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to
students’ responses. International Journal of Science Education, 28(11), 1315-1346.
Cleary, T. J. & Zimmerman, B. J. (2004). Self-regulation empowerment program: a schoolbased
program to enhance self-regulated and self-motivated cycles of student learning.
Psychology in the Schools, 41(5), 537-550.
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perspectivas para a acção pedagógica (pp. 196-221). Porto: Edições ASA.
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em saúde (pp. 31-38). Porto: Porto Editora.
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Ciencias, 8(2), 539-551. Retrieved from http://www.saum.uvigo.es/reec/
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Fleer, M. (1997). A Cross-cultural Study of Rural Australian Aboriginal Children's
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Georghiades, P. (2006). The Role of Metacognitive Activities in the Contextual Use of Primary
Pupils’ Conceptions of Science. Research in Science Education, 36, 29-49.
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cognición y de metacognición en Ciencias. Revista Electrónica de Enseñanza de las
Ciencias, 6(2), 310-330. Retrieved from http://www.saum.uvigo.es/reec/
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Publications.
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Ediciones Morata.
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Project Presentation on September 22nd 2010. Retrieved from http://fibonacci.unibayreuth.
de/index.php?id=203
Henao, B. L. & Stipcich, M. S. (2008). Educación en ciencias y argumentación: la perspectiva
de Toulmin como posible respuesta a las demandas y desafíos contemporáneos para la
enseñanza de las Ciencias Experimentales. Revista Electrónica de Enseñanza de las
Ciencias, 7(1). Retrieved from http://www.saum.uvigo.es/reec/
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Ibáñez, V. E. & Alemany, I. G. (2005). La interacción y la regulación de los procesos de
enseñanza-aprendizaje en la clase de ciencias: análisis de una experiencia. Enseñanza de
Las Ciencias, 23(1), 97-110.
Jorgenson, O. (2005). What K-8 Principals Should Know About Hands-On Science. Principal-
Effective Intervention- Special Section, 85(2), 49-52.
Kuhn, D., E. Amsel & M. O'Loughlin (1988). The development of scientific thinking skills.
Orlando, FL: Academic Press.
Larkin, S. (2006). Collaborative Group Work and Individual Development of Metacognition in the
Early Years. Research in Science Education, 36, 7-27.
Lee, O.; Hart, J. E.; Cuevas, P.; Enders, C. (2004). Professional Development in Inquiry-Based
Science for Elementary Teachers of Diverse Student Groups. Journal of Research In
Science Teaching, 41(10), 1021-1043.
Levinson, R. (2002). O professor, o aluno e o livro didático oficial de Ciências: será que
deveríamos renunciar ao livro escolar? Brasília: M. A. Marfan. Retrieved from
http://portal.mec.gov.br/seb/arquivos/pdf/vol2c.pdf
MacLean, L. M., Meyer, M., & Estable, A. (2004). Improving accuracy of transcripts in
qualitative research. Qualitative Health Research, 14(1), 113-123.
Maloney, J. & Simon, S. (2006). Mapping Children’s Discussions of Evidence in Science to
Assess Collaboration and Argumentation. International Journal of Science Education,
28(15), 1817-1841.
Martínez, j. M. O. & Díaz, J. A. A. (2005) La enseñaza de las ciencias en primaria y secundaria
hoy. Algunas propuestas de futuro. Revista Eureka sobre Enseñanza y Divulgación de las
Ciencias, 2(2), 241-250.
Matthews, M. R. (2000). Construtivismo e o Ensino de Ciências: Uma Avaliação. Cad. Cat. Ens.
Fís., 17(3), 270-294.
Mercer, N. & Littleton, K. (2007). Dialogue and the development of children's thinking: A
sociocultural approach. London: Taylor and Francis.
Ministry of Education (2004). Organização Curricular e Programas Ensino Básico – 1º Ciclo.
Mem Martins. Departamento de Educação Básica.
Miras, M. (2001). Um ponto de partida para a aprendizagem de novos conteúdos: os
conhecimentos prévios. In C. Coll; E. Martin; T. Mauri; M. Miras; J. Onrubia; I. Solé & A.
Zabala (Eds.). O construtivismo na sala de aula. Novas perspectivas para a acção
pedagógica (pp. 54-73). Porto: Edições ASA.
Molenaar, I.; van Boxtel, C. A. & Sleegers, P. J. C. (2011). Metacognitive scaffolding in an
innovative learning arrangement. Instructional Science, 39, 785-803.
Naylor, S.; Keogh, B.; Downing, B. (2007). Argumentation and Primary Science. Research in
Science Education, 37, 17-39.
Newman, J. M. (2000). Action research: A brief overview. Forum Qualitative Sozialforschung /
Forum: Qualitative Social Research, 1(1). Retrieved from http://qualitative-research.net/fqs.
Nussbaum, J. (1985). The Earth as a Cosmic Body. In R. Driver, E. Guesne & A. Tiberghien
(Eds.), Children´s ideas in science (pp. 170-192). Philadelphia: Open University Press.
Özsoy, S. (2012). Is the Earth Flat or Round? Primary School Children’s Understandings of the
Planet Earth: The Case of Turkish Children. International Electronic Journal of Elementary
Education, 4(2), 407-415.
Palincsar, A. S. & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory
Into Practice, 41, 26-32.
Pérez Gómez, A. I. (2005). Comprender y transformar la enseñanza (pp.17-137). Madrid:
Ediciones Morata,S. L..
Porlán, R. (1998). Constructivismo y escuela: hacia un modelo de enseñanza-aprendizaje
basado en la investigación. Sevilha: Díada Editora S. L..
Ratner, C. (2002). Subjectivity and Objectivity in Qualitative Methodology. Forum Qualitative
Sozialforschung / Forum: Qualitative Social Research, 3 (3). Retrieved from
http://www.qualitative-research.net/fqs/fqs-eng.htm
Rivard, L. P. (2004). Are Language-Based Activities in Science Effective for All Students,
Including Low Achievers? Science Education, 88, 420-442.
Rojas-Drummond, S. & Mercer, N. (2003). Scaffolding the development of effective
collaboration and learning. International Journal of educacional Research, 39, 99-111.
Roldão, M. C. (2003). Gestão do Currículo e Avaliação de Competências. As questões dos
professores. Barcarena: Editorial Presença.
Sá, J. & Varela, P. (2004). Crianças Aprendem a Pensar Ciências: uma abordagem
interdisciplinar. Porto: Porto Editora.
Sá, J. & Varela, P. (2007). Das Ciências Experimentais à Literacia: Uma proposta didática para
o 1º ciclo. Porto: Porto Editora.
Sá, J. (2002a). Renovar as Práticos no 1º Ciclo Pela Via das Ciências da Natureza. Porto:
Porto Editora.
Sá, J. (2002b). Diary Writing: An Interpretative Research Method of Teaching and Learning.
Educational Research and Evaluation, 8(2), 149-168
Siegal, M., Butterworth, G., & Newcombe, P. (2004). Culture and children’s cosmology.
Developmental Science, 7(3) 308-324
Varela, P. (2012). Experimental Science Teaching in Primary School: Reflective Construction of
Meanings and Promotion of Transversal Skills. Saarbrücken, Germany: Lap Lambert
Academic Publishing.
Vosniadou, S. & Brewer, W. F. (1992). Mental Models of the Earth: A Study of Conceptual
Change in Childhood. Cognitive Psychology, 24, 535-585.
Vosniadou, S. (1991). Designing Curricula for conceptual restructuring: Lessons from the study
of knowledge acquisition in astronomy. Journal Curriculum Studies, 3(23), 219-237.
Vosniadou, S., & Brewer, W. F. (1994). Mental mod s of the day/night cycle. Cognitive Science,
18, 123-183.
Vosniadou, S.; Skopeliti, I.; Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in
elementary astronomy. Cognitive Development, 19, 203-222.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
London: Havard University Press.
Vygotsky, L. S. (1987). Pensamento e Linguagem. São Paulo: Martins Fontes Editora.
White, R. T. (1994). Dimensions of Content. In P. Fensham, R. Gunstone & R. White (Eds.),
The Content of Science. A Construtctivist Approach to its Teaching and Learning (pp. 255-
262). London: Falmer Press.
Zabalza, M. A. (2004). Diarios de clase: un instrumento de investigación. Madrid: Narcea.
Zohar, A. (2006).El pensamiento de orden superior en las clases de ciencias: objetives, medios
e resultados de investigación. Enseñanza de Las Ciencias, 24(2), 157-172.
(pp. 55-71). Barcelona: Editorial Graó.
Appleton, K. (2003). How Do Beginning Primary School Teachers Cope with Science? Toward
an Understanding of Science Teaching Practice. Research in Science Education, 33, 1-25.
Blown, E. J. & Bryce, T. G. K. (2007). Knowledge Restructuring in the Development of
Children’s Cosmologies. International Journal of Science Education, 28(12), 1411-1462.
Brand, B. R. & Moore, S. J. (2011). Enhancing Teachers’ Application of Inquiry_Based
Strategies Using a Constructivist Sociocultural Professional Development Model.
International Journal of Science Education, 33(7), 889-913
Candela, A. (1999). Ciencia en el aula. Los alumnos entre la argumentación y el consenso.
México: Editorial Paidós.
Carrasco, J. B. & Hernández, J. F. C. (2000). Aprendo a Investigar en Educación. Madrid:
Ediciones Rialp.
Català, M. & Vilà, N. (2002). Las funciones lingüísticas en el proceso de adquisición de los
conocimientos científicos. In M. Catalá, et. al, (Eds.). Las ciencias en la escuela. Teorías y
prácticas (pp. 89-103). Barcelona: Editorial Gráo.
Charpack, G. (2005). As Ciências na Escola Primária: Uma Proposta de Acção. Mem Martins:
Editorial Inquérito.
Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to
students’ responses. International Journal of Science Education, 28(11), 1315-1346.
Cleary, T. J. & Zimmerman, B. J. (2004). Self-regulation empowerment program: a schoolbased
program to enhance self-regulated and self-motivated cycles of student learning.
Psychology in the Schools, 41(5), 537-550.
Coll, C. & Martín, E., (2001). A avaliação da aprendizagem no currículo escolar: uma
perspectiva construtivista. In C. Coll, (Eds.), O construtivismo na sala de aula. Novas
perspectivas para a acção pedagógica (pp. 196-221). Porto: Edições ASA.
Costa, F. (2006). As actividades práticas na educação em ciência: uma oportunidade perdida?
In G. Hamido; H. Luís; M. C. Roldão & R. Marques (Eds.), Transversalidade em educação e
em saúde (pp. 31-38). Porto: Porto Editora.
Denzin, N. K. (1989). Interpretive interactionism. Newbury Park, CA: Sage.
Domínguez, M. A. & Stipcich, M. S. (2009). Buscando indicadores de la negociación de
significados en clases de Ciencias Naturales. Revista Electrónica de Enseñanza de las
Ciencias, 8(2), 539-551. Retrieved from http://www.saum.uvigo.es/reec/
Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.),
Handbook of research on teaching (pp. 119-161). New York, NY: Macmillan.
Eurydice (2011). Science Education in Europe: national Policies, Practices and Research.
Brussels. Education, Audiovisual and Culture Executive Agency - P9 Eurydice
Fasick, F. A. (2001). Some uses of untranscribed tape recordings in survey research. Public
Opinion Quarterly, 41, 549-552.
Fleer, M. (1997). A Cross-cultural Study of Rural Australian Aboriginal Children's
Understandings of Night and Day. Research in Science Education, 27 (1), 101-116.
Georghiades, P. (2006). The Role of Metacognitive Activities in the Contextual Use of Primary
Pupils’ Conceptions of Science. Research in Science Education, 36, 29-49.
González, S. & Escudero, C. (2007). En busca de la autonomía a través de las actividades de
cognición y de metacognición en Ciencias. Revista Electrónica de Enseñanza de las
Ciencias, 6(2), 310-330. Retrieved from http://www.saum.uvigo.es/reec/
Guba, E. G. & LIncoln, Y. S. (1989). Fourth Generation Evaluation. Thousand Oaks, CA: Sage
Publications.
Guba, E. G. & Lincoln, Y. S. (2000). Competing Paradigms in Qualitative Research. In N.
Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand
Oaks, CA: Sage.
Harlen, W. & Qualter, A. (2005). The Teaching of Science in Primary Schools. London: David
Fulton Publishers.
Harlen, W. (1999). Effective Teaching of Science. A Review of Research. Edinburgh: The
Scottish Council for Research in Education (SCRE).
Harlen, W. (2007). Enseñanza y aprendizaje de las ciencias. (2ª ed. atualizada). Madrid:
Ediciones Morata.
Harlen, W. (2010). Implementing inquiry-based learning in science education (IBSE). Fibonacci
Project Presentation on September 22nd 2010. Retrieved from http://fibonacci.unibayreuth.
de/index.php?id=203
Henao, B. L. & Stipcich, M. S. (2008). Educación en ciencias y argumentación: la perspectiva
de Toulmin como posible respuesta a las demandas y desafíos contemporáneos para la
enseñanza de las Ciencias Experimentales. Revista Electrónica de Enseñanza de las
Ciencias, 7(1). Retrieved from http://www.saum.uvigo.es/reec/
Huber, R. A. & Moore, C. J. (2001).A Model for Extending Hands-On Science to be Inquiry-
Based. School Science and Mathematics, 101(1), 32-42.
Ibáñez, V. E. & Alemany, I. G. (2005). La interacción y la regulación de los procesos de
enseñanza-aprendizaje en la clase de ciencias: análisis de una experiencia. Enseñanza de
Las Ciencias, 23(1), 97-110.
Jorgenson, O. (2005). What K-8 Principals Should Know About Hands-On Science. Principal-
Effective Intervention- Special Section, 85(2), 49-52.
Kuhn, D., E. Amsel & M. O'Loughlin (1988). The development of scientific thinking skills.
Orlando, FL: Academic Press.
Larkin, S. (2006). Collaborative Group Work and Individual Development of Metacognition in the
Early Years. Research in Science Education, 36, 7-27.
Lee, O.; Hart, J. E.; Cuevas, P.; Enders, C. (2004). Professional Development in Inquiry-Based
Science for Elementary Teachers of Diverse Student Groups. Journal of Research In
Science Teaching, 41(10), 1021-1043.
Levinson, R. (2002). O professor, o aluno e o livro didático oficial de Ciências: será que
deveríamos renunciar ao livro escolar? Brasília: M. A. Marfan. Retrieved from
http://portal.mec.gov.br/seb/arquivos/pdf/vol2c.pdf
MacLean, L. M., Meyer, M., & Estable, A. (2004). Improving accuracy of transcripts in
qualitative research. Qualitative Health Research, 14(1), 113-123.
Maloney, J. & Simon, S. (2006). Mapping Children’s Discussions of Evidence in Science to
Assess Collaboration and Argumentation. International Journal of Science Education,
28(15), 1817-1841.
Martínez, j. M. O. & Díaz, J. A. A. (2005) La enseñaza de las ciencias en primaria y secundaria
hoy. Algunas propuestas de futuro. Revista Eureka sobre Enseñanza y Divulgación de las
Ciencias, 2(2), 241-250.
Matthews, M. R. (2000). Construtivismo e o Ensino de Ciências: Uma Avaliação. Cad. Cat. Ens.
Fís., 17(3), 270-294.
Mercer, N. & Littleton, K. (2007). Dialogue and the development of children's thinking: A
sociocultural approach. London: Taylor and Francis.
Ministry of Education (2004). Organização Curricular e Programas Ensino Básico – 1º Ciclo.
Mem Martins. Departamento de Educação Básica.
Miras, M. (2001). Um ponto de partida para a aprendizagem de novos conteúdos: os
conhecimentos prévios. In C. Coll; E. Martin; T. Mauri; M. Miras; J. Onrubia; I. Solé & A.
Zabala (Eds.). O construtivismo na sala de aula. Novas perspectivas para a acção
pedagógica (pp. 54-73). Porto: Edições ASA.
Molenaar, I.; van Boxtel, C. A. & Sleegers, P. J. C. (2011). Metacognitive scaffolding in an
innovative learning arrangement. Instructional Science, 39, 785-803.
Naylor, S.; Keogh, B.; Downing, B. (2007). Argumentation and Primary Science. Research in
Science Education, 37, 17-39.
Newman, J. M. (2000). Action research: A brief overview. Forum Qualitative Sozialforschung /
Forum: Qualitative Social Research, 1(1). Retrieved from http://qualitative-research.net/fqs.
Nussbaum, J. (1985). The Earth as a Cosmic Body. In R. Driver, E. Guesne & A. Tiberghien
(Eds.), Children´s ideas in science (pp. 170-192). Philadelphia: Open University Press.
Özsoy, S. (2012). Is the Earth Flat or Round? Primary School Children’s Understandings of the
Planet Earth: The Case of Turkish Children. International Electronic Journal of Elementary
Education, 4(2), 407-415.
Palincsar, A. S. & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory
Into Practice, 41, 26-32.
Pérez Gómez, A. I. (2005). Comprender y transformar la enseñanza (pp.17-137). Madrid:
Ediciones Morata,S. L..
Porlán, R. (1998). Constructivismo y escuela: hacia un modelo de enseñanza-aprendizaje
basado en la investigación. Sevilha: Díada Editora S. L..
Ratner, C. (2002). Subjectivity and Objectivity in Qualitative Methodology. Forum Qualitative
Sozialforschung / Forum: Qualitative Social Research, 3 (3). Retrieved from
http://www.qualitative-research.net/fqs/fqs-eng.htm
Rivard, L. P. (2004). Are Language-Based Activities in Science Effective for All Students,
Including Low Achievers? Science Education, 88, 420-442.
Rojas-Drummond, S. & Mercer, N. (2003). Scaffolding the development of effective
collaboration and learning. International Journal of educacional Research, 39, 99-111.
Roldão, M. C. (2003). Gestão do Currículo e Avaliação de Competências. As questões dos
professores. Barcarena: Editorial Presença.
Sá, J. & Varela, P. (2004). Crianças Aprendem a Pensar Ciências: uma abordagem
interdisciplinar. Porto: Porto Editora.
Sá, J. & Varela, P. (2007). Das Ciências Experimentais à Literacia: Uma proposta didática para
o 1º ciclo. Porto: Porto Editora.
Sá, J. (2002a). Renovar as Práticos no 1º Ciclo Pela Via das Ciências da Natureza. Porto:
Porto Editora.
Sá, J. (2002b). Diary Writing: An Interpretative Research Method of Teaching and Learning.
Educational Research and Evaluation, 8(2), 149-168
Siegal, M., Butterworth, G., & Newcombe, P. (2004). Culture and children’s cosmology.
Developmental Science, 7(3) 308-324
Varela, P. (2012). Experimental Science Teaching in Primary School: Reflective Construction of
Meanings and Promotion of Transversal Skills. Saarbrücken, Germany: Lap Lambert
Academic Publishing.
Vosniadou, S. & Brewer, W. F. (1992). Mental Models of the Earth: A Study of Conceptual
Change in Childhood. Cognitive Psychology, 24, 535-585.
Vosniadou, S. (1991). Designing Curricula for conceptual restructuring: Lessons from the study
of knowledge acquisition in astronomy. Journal Curriculum Studies, 3(23), 219-237.
Vosniadou, S., & Brewer, W. F. (1994). Mental mod s of the day/night cycle. Cognitive Science,
18, 123-183.
Vosniadou, S.; Skopeliti, I.; Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in
elementary astronomy. Cognitive Development, 19, 203-222.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
London: Havard University Press.
Vygotsky, L. S. (1987). Pensamento e Linguagem. São Paulo: Martins Fontes Editora.
White, R. T. (1994). Dimensions of Content. In P. Fensham, R. Gunstone & R. White (Eds.),
The Content of Science. A Construtctivist Approach to its Teaching and Learning (pp. 255-
262). London: Falmer Press.
Zabalza, M. A. (2004). Diarios de clase: un instrumento de investigación. Madrid: Narcea.
Zohar, A. (2006).El pensamiento de orden superior en las clases de ciencias: objetives, medios
e resultados de investigación. Enseñanza de Las Ciencias, 24(2), 157-172.
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Published
2017-07-25
How to Cite
Varela, P. (2017). The reflective experimental construction of meanings about the shape of the Earth and the alternation of day and night. International Electronic Journal of Elementary Education, 5(1), 5–26. Retrieved from https://iejee.com/index.php/IEJEE/article/view/7
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