Construction of a precursor model for the concept of rolling friction in the thought of preschool age children: a socio-cognitive teaching intervention - Université de Bretagne Occidentale Access content directly
Journal Articles Research in Science Education Year : 2008

Construction of a precursor model for the concept of rolling friction in the thought of preschool age children: a socio-cognitive teaching intervention

Abstract

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.
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Dates and versions

hal-02533379 , version 1 (06-04-2020)

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  • HAL Id : hal-02533379 , version 1

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Konstantinos Ravanis, Dimitrios Koliopoulos, Jean-Marie Boilevin. Construction of a precursor model for the concept of rolling friction in the thought of preschool age children: a socio-cognitive teaching intervention. Research in Science Education, 2008, 38, pp.421-434. ⟨hal-02533379⟩
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