Abstract
Experiments carried out by children are highly instructive adventures that develop interest in science. Nothing motivates a child to learn physics or chemistry more than experimentation. Supervised by their teachers, using safe reagents, chemical glass, and other equipment required to conduct experiments, “Little Scientists” discover the laws of physics and chemistry. Experimenting favors a search for answers to the most basic questions; it helps children see the magic of science and discover the secrets of the world around them. Contrary to the common opinion, holding that physical or chemical experiments may be introduced at the beginning of primary school at the earliest, preschool-age children are already prepared for such activities. The article presents a chemical experiment concerning sugar detection conducted by 6-year-olds. Research was performed to determine whether making chemical experiments has an impact on the level of children’s knowledge about sugars. The study included 20 children who carried out chemical experiments in four parallel groups. The level of knowledge was tested twice: first prior to the experiment and then following the experiment. The analysis of the data obtained demonstrated that after the experiment the level of children’s knowledge about sugars increased significantly, as evidenced by the t-Student Test outcomes.
References
Bartska J., Gimnastyka mózgu [Brain gymnastics], Edukacja i Dialog, 2004, 4.
Biddulph F., Symington D., Osborne R., The place of children’s questions in primary science education, Research in Science & Technological Education, 1986, 4(1).
Braun D., Badanie i odkrywanie świata z dziećmi [Studying and exploring the world with children], Wydawnictwo Jedność, Kielce 2002.
Brzezińska A.I., Appelt K., Psychologia rozwoju człowieka [Human development psychology], Gdańskie Wydawnictwo Psychologiczne, Gdańsk 2015.
Budniak A., Edukacja społeczno-przyrodnicza dzieci w wieku przedszkolnym i wczesnoszkolnym [Social and environmental education of preschool children], Oficyna Wydawnicza Impuls, Kraków 2009.
Cummins R.A., Sensory Integration and Learning Disabilities: Ayres’ Factor Analyses Reappraised, Journal of Learning Disabilities, 1991, 24( 93), 160-168.doi.org/ 10.1177/ 002221949102400304.
Fragkiadaki G., Ravanis K., Preschool children’s mental representations of clouds, Journal of Baltic Science Education, 2015, 14(2).
Gallegos-Cazares L., Flores-Camacho F., Calderon-Canales E., Preschool science learning: The construction of representations and explanations about colour, shadows, light and images, Review of Science, Mathematics and ICT Education, 2009, 3(1).
Gasiul H., Teorie emocji i motywacji [Theories of emotions and motivation], Wydawnictwo Naukowe UKSW, Warszawa 2007.
Gatt S., Armeni L., Pri-Sci-Net – A Project Promoting Inquiry-based Learning in Primary Science: Experiences of Young Children Inquiring, Literacy Information and Computer Education Journal (LICEJ), 2014, 5(2).
Gelman R., Brenneman K., Science learning pathways for young children, Early Childhood Research Quarterly, 2004, 19(1).
Gercek C., Prospective teachers’ cognitive structures concerning protein synthesis and their degree of understanding, Journal of Baltic Science Education, 2018, 17(1).
Kampeza M., Vellopoulou A., Fragkiadaki G., Ravanis K., The expansion thermometer in preschoolers’ thinking, Journal of Baltic Science Education, 2016, 15(2).
Klim-Klimaszewska A., Pedagogika przedszkolna. Nowa podstawa programowa [Preschool pedagogy. New basis curriculum], Instytut Wydawniczy Erica, Warszawa 2010.
Krzeczkowska M.K., Jurowski K., Jurowska A., Ryniewicz D., Jurowska G., The first chemical experiments in my life, Edukacja Biologiczna i Środowiskowa, 2015, 3.
Mietzel G., Psychologia kształcenia [Psychology of education], Gdańskie Wydawnictwo Psychologiczne, Gdańsk 2002.
Niemierko B., Pomiar wyników kształcenia [Measurement of teaching outcomes], Wydawnictwa Szkolne i Pedagogiczne, Warszawa 2000.
Ntalakoura V., Ravanis K., Changing preschool children’s Representations of light: A scratch based teaching approach, Journal of Baltic Science Education, 2014, 13(2).
Raport, Wykorzystanie eksperymentów i metod aktywizujących w nauczaniu – problemy i wyzwania [Application of experiments and activation methods in the teaching process – problems and challenges], Centrum Nauki Kopernik, Warszawa 2009.
Rozporządzenie Ministra Edukacji Narodowej z 14 lutego 2017 r. w sprawie podstawy programowej wychowania przedszkolnego oraz podstawy programowej kształcenia ogólnego dla szkoły podstawowej (DzU z 24 lutego 2017, poz. 356) [Regulation of the Minister of National Education of 14 February 2017 on the core curriculum of pre-school education and the core curriculum of general education for primary school (Journal of Laws of 24 February 2017, item 356)].
Seker H., Will the constructivist approach employed in science teaching change the “grammar” of schooling? Journal of Baltic Science Education, 2008, 7(3).
Wolański N., Rozwój biologiczny człowieka [The biological development of man], Wydawnictwo Naukowe PWN, Warszawa 2012.
Woynarowska B., Kowalewska A., Izdebski Z., Komosińska K., Biomedyczne podstawy kształcenia i wychowania [Biomedical foundations education and upbringing], Wydawnictwo Naukowe PWN, Warszawa 2010.