The effect of adult intervention in the development of science process skills

Contrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically...

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Autores: Napal Fraile, María, Vázquez Bienzobas, Lara, Zudaire Ripa, María Isabel, Uriz Doray, Irantzu
Tipo de recurso: capítulo de libro
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/52242
Acceso en línea:https://hdl.handle.net/2454/52242
Access Level:acceso abierto
Palabra clave:Adult intervention
Productive questions
Science process skills
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spelling The effect of adult intervention in the development of science process skillsNapal Fraile, MaríaVázquez Bienzobas, LaraZudaire Ripa, María IsabelUriz Doray, IrantzuAdult interventionProductive questionsScience process skillsContrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically, the degree of adult intervention may strongly determine learning outcomes, especially if this role consists of guiding exploration with productive questions that help the children focus their attention on the phenomena of interest. This research was aimed at assessing the impact of different styles of adult intervention on the learning of and engagement with science tasks, in the context of a proposal intended to develop SPS among young children. Forty-two children aged 4-6 were subdivided in three groups and participated in various science proposals under different styles of adult intervention: children-led, adult-led or scaffolded exploration. While the adult-led group attained the most detailed learning of concepts, the scaffolded exploration group improved their basic SPS more. The children-led intervention had the poorest results. The type of questions proved crucial, with productive questions which prompt the children to focus their attention or find a solution leading to much more accurate and complete answers.SpringerCienciasZientziakInstitute for Advanced Social Research - ICOMMUNITAS2024info:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2454/52242reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglés© The Author(s) 2024. This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International Licensehttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/522422026-06-17T12:41:47Z
dc.title.none.fl_str_mv The effect of adult intervention in the development of science process skills
title The effect of adult intervention in the development of science process skills
spellingShingle The effect of adult intervention in the development of science process skills
Napal Fraile, María
Adult intervention
Productive questions
Science process skills
title_short The effect of adult intervention in the development of science process skills
title_full The effect of adult intervention in the development of science process skills
title_fullStr The effect of adult intervention in the development of science process skills
title_full_unstemmed The effect of adult intervention in the development of science process skills
title_sort The effect of adult intervention in the development of science process skills
dc.creator.none.fl_str_mv Napal Fraile, María
Vázquez Bienzobas, Lara
Zudaire Ripa, María Isabel
Uriz Doray, Irantzu
author Napal Fraile, María
author_facet Napal Fraile, María
Vázquez Bienzobas, Lara
Zudaire Ripa, María Isabel
Uriz Doray, Irantzu
author_role author
author2 Vázquez Bienzobas, Lara
Zudaire Ripa, María Isabel
Uriz Doray, Irantzu
author2_role author
author
author
dc.contributor.none.fl_str_mv Ciencias
Zientziak
Institute for Advanced Social Research - ICOMMUNITAS
dc.subject.none.fl_str_mv Adult intervention
Productive questions
Science process skills
topic Adult intervention
Productive questions
Science process skills
description Contrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically, the degree of adult intervention may strongly determine learning outcomes, especially if this role consists of guiding exploration with productive questions that help the children focus their attention on the phenomena of interest. This research was aimed at assessing the impact of different styles of adult intervention on the learning of and engagement with science tasks, in the context of a proposal intended to develop SPS among young children. Forty-two children aged 4-6 were subdivided in three groups and participated in various science proposals under different styles of adult intervention: children-led, adult-led or scaffolded exploration. While the adult-led group attained the most detailed learning of concepts, the scaffolded exploration group improved their basic SPS more. The children-led intervention had the poorest results. The type of questions proved crucial, with productive questions which prompt the children to focus their attention or find a solution leading to much more accurate and complete answers.
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/bookPart
info:eu-repo/semantics/publishedVersion
format bookPart
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/52242
url https://hdl.handle.net/2454/52242
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
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