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    Precursor models of the physical sciences in early childhood education students’ thinking
    (University of Ioannina, ) Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    The current study presents the basic characteristics of the effort to develop a trend for Early Childhood Science Education, in the context of which it is attempted to construct precursor models in young children’s thinking, schemes of understanding natural phenomena whose characteristics are compatible with those of Natural Sciences models that are used in schooling. General trends of research and teaching strategies for bringing young children closer to the Physical Sciences, specific issues of scientific models in education context as well as fundamental issues of structure and operation of precursor models in early childhood are also discussed.
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    Preschool children’s mental representations of clouds
    (Journal of Baltic Science Education, ) Fragkiadaki, Glykeria; Ravanis, Konstantinos; Φραγκιαδάκη, Γλυκερία; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    Children construct representations of concepts and physical phenomena and these representations are critical to education. The natural phenomenon of clouds is perceivable and also observable by young children in everyday life. Moreover, it is a subject approached by the early childhood science education curriculums. However, in several studies it is noticed that the related children’s representations are often incompatible with the scientific model, mainly because of its character, which is macroscopic and not immediately observable. In this research, clouds representationsframed by children aged 4.5-6 years old are studied. The sample consisted of sixteen (16) children (7 boys and 9 girls) from one public kindergarten in an urban area of Greece. Data were collected through expanded, open type conversations between children pairs and one of the researchers. The results of the qualitative analysis of the conversations show that these children use different types of representations, the majority dominated by the nature of the substance under study. The outcome of the research results indicates the potentials of preschool children to perceive clouds as autonomous natural entities.
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    The water state changes in 5-6 years old children's thinking: the construction of a precursor model
    (Springer, ) Kambouri-Danos, Maria; Ravanis, Konstantinos; Jameau, Alain; Boilevin, Jean-Marie; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    Children’s everyday activities enable them to learn some science even before entering preschool education and children bring these ideas with them when entering education settings. Some of these ideas, or else mental representations, may not be compatible with what is generally accepted by the scientific community. This paper presents the results of an empirical study, focusing on the construction of a precursor model that can support children’s scientific learning, in relation to the phenomenon of change of the state of water. The research included 91 children aged 5–6 which participated in a specifically designed teaching intervention. The intervention lasted approximately 55 min and was conducted at eight stages, during which children’s predictions and explanations for simple cases of change of the state of water were recorded. The analysis of children’s responses suggests that the specific teaching intervention can have a positive effect on children’s thinking in relation to the change of the state of water. A considerable number of pre-schoolers were able to take advantage of their involvement in the teaching intervention and construct a stable precursor model to support the development of their understanding, in relation to the water change of state phenomenon. It appears that precursor models can function in the minds of young children as intermediaries between mental representations of reality and scientific knowledge and prepare children’s thinking, forming the basis for a cognitive path towards cognitive processing and the formation of more complex models. The proposed intervention is compatible with the model used in science education and it is proposed to be used in moderation and should not replace children’s learning through play.
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    Les «Objets d’Apprentissage» à l’enseignement: quels choix didactiques et épistémologiques ?
    (Le Gerflint, ) Ravanis, Konstantinos; Matalliotaki, Eirini; Vorvilas, George; Komis, Vassilis; Ραβάνης, Κωνσταντίνος; Ματαλλιωτάκη, Ειρήνη; Βορβυλάς, Γεώργιος; Κόμης, Βασίλης
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    Dans le présent article, des issues concernant l'utilisation éducative des Objets d’Apprentissage sont discutées en soulignant le développement d'un cadre conceptuel basé sur le champ de la Didactique des objets spécialisés d’enseignement. Les tendances traditionnelles et contemporaines, en vue de la relation entre Objets d’Apprentissage et Éducation, sont décrites, alors que des questions concernant cette relation sont posées. De plus, quelques concepts-clés qui permettent la constitution d'un cadre relatif à la création des Objets d’Apprentissage sont présentés. Dans ce cadre, l'étude des Objets d’Apprentissage peut être compatible avec les fonctions éducatives et sémiotiques que ces concepts-clés experiment.
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    Enseigner les sciences dès l’école maternelle à l’aide d’un modèle précurseur. Les cas de la lumière et des ombres
    (Université de Grenoble; France, ) Boilevin, Jean-Marie; Jameau, Alain; Delserieys, Alice; Jégou, Corinne; Kampeza, Maria; Ravanis, Konstantinos; Καμπεζά, Μαρία; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    Dans cet article, nous présentons deux exemples d’intervention didactique en maternelle issus de recherches en didactique des sciences autour du concept de modèle précurseur. Ces exemples visent la déstabilisation des représentations spontanées des élèves à propos de la formation des ombres et de la lumière.
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    Thermal conduction in metals : mental representations in 5-6 years old children’s thinking
    Κaliampos, George; Ravanis, Konstantinos; Καλιαμπός, Γεώργιος; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    In this paper we present the findings of a research on mental representations of thermal conduction on metal of children aged 5-6 years. The research was carried out using interviews of 87 urban area kindergarten students in Greece. Children were asked for predictions and macroscopic descriptions of phenomena illustrated in 3 different tasks during which simple thermal conduction experiments were performed with both daily and non-daily materials. Research results clearly showed that the vast majority of children express mental representations which are far from the scientific models used in education. Moreover, many children can make predictions on heat conduction without being able to analyze their way of thinking. Finally, differences were found in heat conduction on familiar and non-familiar materials used by children. Findings of the current research study are likely to equip teachers with the appropriate basic tools for designing their teaching interventions in the lessons of heat and thermal conduction for children aged 5-6 years.
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    The relationship dynamic between researchers and subjects in the biographical interview: a case study in a Greek University
    Solomou, Anna; Asimaki, Anna; Tsiolis, Giorgos; Ravanis, Konstantinos; Σολωμού, Άννα; Ασημάκη, Άννα; Τσιώλης, Γεώργιος; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    This article deals with the issue of the relationship dynamic between researchers and subjects within the framework of the conduct of a biographical narrative interview, which is used as a research tool in research in the field. Essentially, it endeavours to contribute to the social researcher’s feedback, through a critical dimension for thought on the research self. It aims at the investigation of the attitudes of professors (informants) at the University of Patras, concerning the influence that the position of the researcher in the university field exerts during the conduct of a biographical narrative interview, as well as the appraisal, on the part of the informants, of this influence, in order for them to narrate, think and reflect on the teaching act, at the University of Patras in Greece. More specifically, we attempted to approach and investigate the important matter of the entry of the researcher into the research field during empirical research of a qualitative nature. To analyse the attitudes of the informants, the concepts of “scientific field”, “scientific capital” and “symbolic power” from P. Bourdieu’s theory were used. The research was carried out in the years 2013-2014 with the use of the biographical narrative interview in which eight professors of various academic levels and Schools at the University of Patras participated. The research results showed that the informants’ narrative was facilitated by the position of the researcher in the field under investigation. It even emerged that knowledge of the “game” being played within the university field on the part of the researcher, as well as her position in relation to the informants, made her communication with them more efficient.
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    How do we see when the light is not “enough”? Mental representations of pre-service preschool teachers
    Anthopoulou, Vasiliki; Ravanis, Konstantinos; Ανθοπούλου, Βασιλική; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    In this article we present a research treating with the study of pre-service preschool teachers’ mental representations on the mechanism of vision in environments with little to no light. After introducing three separate situations within the framework of an individual, semi-structured interview, we concluded that the main mechanism associated with difficulty or absence of vision is, generally, either dim lighting, or the lack of a light source. Furthermore, certain centrations based on experience were designated, such as vision in limited distance, the autonomy of darkness, or vision through “familiarization” with darkness.
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    Mental representations of light propagation time for 10- and 14-year-old students : didactical perspectives
    Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    Student’s mental representations of physical concepts are often different from those of scientists. The research aimed to identify and compare mental representations of light propagation time by school children aged 10 (132 subjects), and 14 (109 subjects) years old. This research was conducted through individual interviews in which the students were asked to locate light propagation time in various tasks-experimental situations. The results of this research show that even though the students of two groups face difficulties in understanding light propagation time, as they grow older they make statistically significant progress in constructing the conception of light propagation time. These findings allow to seek out educational perspectives on the understanding of the conception of light propagation time in organised scholastic environments.
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    Mental representations of 14-15 years old students about the light
    Ravanis, Konstantinos; Kaliampos, George; Ραβάνης, Κωνσταντίνος; Καλιαμπός, Γεώργιος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    The study of students’ representations of physics concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate the mental representations of 14-15 years old students about the light propagation time, before they were taught about it in school. The empirical data was gathered through an interview using three Tasks which involved the evaluation of hypothetical situations. The research data included representations that cause difficulty in the comprehension of the position of a light source in relevance to the light propagation time.