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The impact of a science demonstration on children's understandings of air pressure
Author(s) -
Shepardson Daniel P.,
Moje Elizabeth B.,
KennardMcClelland Amy M.
Publication year - 1994
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660310305
Subject(s) - construct (python library) , meaning (existential) , science education , psychology , sociology of scientific knowledge , social constructivism , mathematics education , pedagogy , developmental psychology , epistemology , sociology , social science , computer science , psychotherapist , programming language , philosophy
Constructivist theory guided our investigation of the impact of a scientific demonstration on children's understandings of air pressure. Primary data sources included children's written and oral interview responses. For one‐third of the children, the demonstration reinforced previous understandings. These children appeared to utilize their prior knowledge and experiences to construct the purpose and meaning of the demonstration. Therefore, these children's understandings were not sufficiently challenged by observing the demonstration or the social interactions that occurred. Recommendations for using demonstrations to promote children's scientific understandings are presented herein.