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    Interactions maître-élèves en cours d’activités scientifiques à l’école maternelle : approche comparative
    Dumas Carré, Andrée; Weil-Barais, Annick; Ravanis, Konstantinos; Shourcheh, Fataneh; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    The study concerns the approach by children in kindergarten of the formation of shadows. Two groups of 5 years old children (in France and in Greece) have been observed. The given equipment is devised in order to allow the establishment of relationships between characteristics of the shadows (color, size, form) and some parameters of the concerned object and/or the configuration (figure of the object, color, orientation by respect of the light source, distance of the object from the light source). As in every educating situation, the children’s exploration of the equipment is guided by the teacher. The analysis objective is to examine how the teacher orients the children activities and to study the relationships that children are capable to establish. Different analysis have been driven. They are built on a preliminary analysis of the domain contents. These analysis are focused on children actions and verbalizations as well as on the teacher's interventions. Some of these interventions seem specific to the scientific education: to incite the children to drive actions in connection with a beforehand fixed purpose, to talk about their actions, to anticipate the possible results of the action, to clarify relationships. From this study, we propose a general model for analyzing educating interactions.
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    L’écrit et l’activité notationnelle à l’enseignement de la physique : questions actuelles
    Ravanis, Konstantinos; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    Over the past three decades, it was found that, on the one hand, research in physics education is developing in several directions, including the study of the representations of the students, the construction of knowledge, the problem solving and, on the other hand, how the research results and the theories affect the teaching of physics and the teacher training. In this framework, the production of different manuscripts, which always support the teaching, sometimes becomes object of research. The project that is presented here refers to some aspects of the approaches of these manuscripts and examines in particular the problem of the relationship between the results of the research and the teaching practices. It is also commented the need for orientation of the analysis of the activity of writing in the teaching of physics. The focus of the paper is based on three points: 1) the processing of texts, graphs, charts etc, 2) the question of the approach of the writings of the teachers of physics, 3) the analysis of the writing activity of students
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    Clouds as natural entities in preschool children’s thought
    Georgantopoulou, Akrivi; Fragkiadaki, Glykeria; Ravanis, Konstantinos; Γεωργαντοπούλου, Ακριβή; Φραγκιαδάκη, Γλυκερία; Ραβάνης, Κωνσταντίνος
    Τμήμα Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία (Δημοσ. Π.Π. σε περιοδικά)
    This research paper seeks to determine pre- schoolers’ representations about the general characteristics of the natural phenomenon of clouds, their reasoning about the consisting elements and the formation procedures of clouds and finally, their ideas about the existence of clouds through time. The sample consisted of 22 children (12 boys and 10 girls) aged 5.5-6 years from one public kindergarten in an urban area in Greece. Data were collected through semi-structured individual interviews. The analysis of the qualitative data showed that although the preschoolers had fruitful representations, the majority of them encountered difficulties on approaching several aspects of the phenomenon. Children’s reasoning about the phenomenon also seemed to be without a stable and coherent structure. The need for a categorization of pre- schoolers’ representations based on the use of a system of concrete criteria and the prospect of a didactic approach leading to the creation of a precursor model is designated.
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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.