NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821715
Record Type: Journal
Publication Date: 2009-Jan
Pages: 21
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0950-0693
Shadows: Young Taiwanese Children's Views and Understanding
Chen, Shu-Min
International Journal of Science Education, v31 n1 p59-79 Jan 2009
The purpose of this study was to examine young children's views about shadows. Young children hear references to or are involved in many scientific experiences in their everyday lives, and shadows are a part of children's everyday experiences. Young children may have constructed their knowledge about shadows through their daily experiences. Therefore, a total of 32 children, of which one-half were four years old and one-half were five years old, were individually interviewed twice to elicit their views and understanding of shadows. Data were collected by a mixture of picture-pointing, verbal explanation, and manipulation, and were analysed both quantitatively and qualitatively. We focused on five facets of children's ideas about shadows: ideas about the source of light, shadow orientation, shadow shape, shadow size, and shadow intensity. The five year olds performed significantly better on production of shadows, production of shadow shape, and production of shadow size, and also gave more reasonable explanations for their choices than did the four year olds, showing a better understanding of the concept of shadows. Another significant finding of the study was that young children have a much more sophisticated understanding of shadows than Piaget originally suggested and than their verbal explanations imply. (Contains 4 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A