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Small Talk: Children’s Everyday ‘Molecule’ Ideas

机译:闲聊:儿童每天的“分子”想法

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This paper reports on 6–11-year-old children’s ‘sayings and doings’ (Harré 2002) as they explore molecule artefacts in dialectical-interactive teaching interviews (Fleer, Cultural Studies of Science Education 3:781–786, 2008; Hedegaard et al. 2008). This sociocultural study was designed to explore children’s everyday awareness of and meaning-making with cultural molecular artefacts. Our everyday world is populated with an ever increasing range of molecular or nanoworld words, symbols, images, and games. What do children today say about these artefacts that are used to represent molecular world entities? What are the material and social resources that can influence a child’s everyday and developing scientific ideas about ‘molecules’? How do children interact with these cognitive tools when given expert assistance? What meaning-making is afforded when children are socially and materially assisted in using molecular tools in early chemical and nanoworld thinking? Tool-dependent discursive studies show that provision of cultural artefacts can assist and direct developmental thinking across many domains of science (Schoultz et al., Human Development 44:103–118, 2001; Siegal 2008). Young children’s use of molecular artefacts as cognitive tools has not received much attention to date (Jakab 2009a, b). This study shows 6–11-year-old children expressing everyday ideas of molecular artefacts and raising their own questions about the artefacts. They are seen beginning to domesticate (Erneling 2010) the words, symbols, and images to their own purposes when given the opportunity to interact with such artefacts in supported activity. Discursive analysis supports the notion that using ‘molecules’ as cultural tools can help young children to begin ‘putting on molecular spectacles’ (Kind 2004). Playing with an interactive game (ICT) is shown to be particularly helpful in assisting children’s early meaning-making with representations of molecules, atoms, and their chemical symbols.
机译:本文报道了6-11岁儿童在辩证互动式教学访谈中探索分子假象的过程(Harré2002)(Fleer,《科学教育的文化研究》 3:781–786,2008; Hedegaard等) (2008年)。这项社会文化研究旨在探索儿童每天对文化分子制品的认识和意义。我们的日常生活充满了越来越多的分子或纳米世界的文字,符号,图像和游戏。对于这些用来代表分子世界实体的人工制品,今天的孩子怎么说?哪些物质和社会资源会影响孩子的日常生活并发展有关“分子”的科学观念?在专家协助下,儿童如何与这些认知工具互动?当儿童在早期化学和纳米世界思维中使用分子工具在社会上和物质上得到协助时,会产生什么含义?依赖工具的话语研究表明,提供文化手工艺品可以帮助并指导许多科学领域的发展思维(Schoultz等人,Human Development 44:103-118,2001; Siegal 2008)。迄今为止,幼儿对分子假象作为认知工具的使用尚未引起足够的重视(Jakab 2009a,b)。这项研究显示了6-11岁的儿童表达了分子人工制品的日常想法,并提出了自己对人工制品的疑问。当他们有机会在支持的活动中与此类文物互动时,便开始将文字,符号和图像驯化(Erneling 2010)。话语分析支持以下观点:使用“分子”作为文化工具可以帮助幼儿开始“戴上分子眼镜”(Kind 2004)。互动游戏(ICT)的玩法特别有用,可以帮助儿童早期理解分子,原子及其化学符号的含义。

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