Katsidima Maria-Aggeliki, Lavidas Konstantinos, Kornelaki Athina C, Kaliampos George
Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece.
Department of Early Childhood Education, University of Ioannina, Ioannina, Greece.
SN Soc Sci. 2023;3(1):15. doi: 10.1007/s43545-022-00603-5. Epub 2023 Jan 12.
In the last decades, constructivism has dominated Early Childhood Science Education. Within this context, alternative ideas of pre-school pupils have been thoroughly explored and analyzed. Nevertheless, research on these ideas in individuals with learning difficulties remains scarce. Aiming to fill this gap, the present study explores alternative ideas on thermal phenomena of pupils with learning difficulties and compare them with those without learning difficulties. For this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties ( = 72,50 months, s.d. = 8,11) and 25 pupils ( = 72,50 months, s.d. = 9,50). Drawing from constructivist theory, a structured, computerized tool (A.I.H.E.T) was developed to fulfill research's goal. Findings suggest that pupils with and without learning difficulties use almost the same ideas on thermal phenomena, on a different frequency though. The results support further the findings of other research, according to which inclusive science education not only is feasible but also it has great benefits for students with and without learning difficulties.
The online version contains supplementary material available at 10.1007/s43545-022-00603-5.
在过去几十年里，建构主义主导了幼儿科学教育。在此背景下，学前儿童的替代观念得到了深入探索和分析。然而，针对学习困难个体的这些观念的研究仍然很少。为了填补这一空白，本研究探索了学习困难学生对热现象的替代观念，并将其与无学习困难的学生进行比较。为此，对25名学习困难学生（平均年龄=72.50个月，标准差=8.11）和25名学生（平均年龄=72.50个月，标准差=9.50）进行了实验研究。借鉴建构主义理论，开发了一种结构化的计算机工具（A.I.H.E.T）来实现研究目标。研究结果表明，有学习困难和无学习困难的学生对热现象使用的观念几乎相同，但频率不同。这些结果进一步支持了其他研究的发现，即包容性科学教育不仅可行，而且对有学习困难和无学习困难的学生都有很大益处。
在线版本包含可在10.1007/s43545-022-00603-5获取的补充材料。
