Concepts of Plants Held by Young Brazilian Children: An Exploratory Study

Autor/inn/en	Bartoszeck, Amauri Betini; Cosmo, Claudete Rosa; da Silva, Bernadete Rocha; Tunnicliffe, Sue Dale
Titel	Concepts of Plants Held by Young Brazilian Children: An Exploratory Study
Quelle	In: European Journal of Educational Research, 4 (2015) 3, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Plants (Botany); Young Children; Kindergarten; Elementary School Students; Freehand Drawing; Knowledge Level; Experiential Learning; Concept Formation; Interviews; Scientific Concepts; Biology; Brazil + Suchen Sie Ihr Suchwort? Ausland; Pflanze; Frühe Kindheit; Drawing; Zeichnen; Wissensbasis; Experiental learning; Erfahrungsorientiertes Lernen; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Biologie; Brasilien
Abstract	Children from southern and northern Brazil have a basic knowledge of plants, which they observe during their everyday life. Children ages between 3 to 10 years old (kindergarten & primary school), but the majority of them in the age group of 4-5 (total 145) were asked to draw what they think is a plant (total sample = 332). Afterwards, a equal number of boys and girls randomly chosen were interviewed individually (mix ability) to list plants they said they knew and where they had seen them. Then they were asked to give exemplars of the local plants which they had seen. These data from the exploratory study show that pupils are in touch with their environment and recognize plants that are part of it. The everyday experiences of these children in school and out of school, at home and in leisure activities with family and friends, contribute to their knowledge about plants and such knowledge is complemented in the preschool and primary school classes by appropriate teaching. Educational implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01