SECCION SEGUNDA DEL EMBARGO

E Trnova, J Krejci

Masaryk University, Czech Republic [email protected]

Abstract. Science concepts are formed at

an early age of children in non-formal education as preconceptions. The risk is the emergence misconception that later complicate the understanding of concepts. Research shows that primary science significantly affects future understanding of science. Therefore building the foundation for future understanding of natural phenomena, quantities, principles and research methods is important educational goal of primary science. Hands-on experiments play an important role in the formation of concepts. Using design-based research, we implement hands-on experiments in the formation of science concepts. The study presents examples of hands-on experiments, which should develop science concepts in primary science.

Keywords. Concepts, formation, hands-on experiments, primary science education. 1. Introduction

Many studies confirm that the foundations of science education are significantly shaped since birth. This tendency is probably motivated by natural cognitive needs of humans that actively recognize themselves and the world around them [1]. This gives

rise to the first products of informal science learning called preconceptions [2]. The preconceptions fundamentally affect continuous science education, both positively and negatively. In particular, incorrect preconceptions called misconceptions cannot often be removed from the human consciousness at all. Therefore, it is necessary to pay much more attention to pre-primary and primary science, in the form of informal family education [3] and formal education at kinder gardens and primary schools.

Preconceptions most often take form of naive beliefs, own explanations of phenomena and their laws. When creating the preconceptions, experimentation plays a crucial role. It is the scientific experiment, if implemented and interpreted correctly that prevents from misconceptions best. It is clear, however, that a child can neither carry out scientific experiments properly nor interpret them. When experimenting, children should have scientifically correct supervision. The problem is who should be the guide in this period. Natural primary educators of children are parents, siblings and other family members. In the next period, they are teachers at kinder gardens and subsequently teachers at primary schools that are the source of real formal education. Parent involvement in science education of their children might be problematic. Their own earlier education does not often provide a useful source for the education of their offspring. They also very often lack motivation. It is a much better situation if professional education is provided by teachers at kinder gardens and primary schools. But there are still significant gaps and the optimum condition has not been reached yet. Opportunities for teachers

to educate children in science are equally problematic. The curricula are crowded with other subjects and there is lack of high quality science curriculum materials, textbooks, appropriate methods and aids. Current major educational factors in informal and formal education of children are information sources - the Internet, television, radio, multimedia programmes, etc. Children's games and toys have an important place as well. They hide a relatively considerable scientific educational potential because these educational materials can be prepared by experts in science education [4].

Hands-on experiments can be applied very well in all these areas. Therefore, we are going to pay close attention to hands-on experiments in primary science.

2. Hands-on experiments in the deve- lopment of science concepts

Hands-on experiments can play different roles in formation of concepts. Using design- based research, we discovered alternatives of educational methods that involve hands- on experiments. Four roles of the hands-on experiments will be analysed in detail.

2.1. Description of natural phenomena In order to research a natural phenomenon, a child must be able to observe and describe it. Hands-on experiments demonstrating a certain phenomenon can serve this purpose. Such experiments must also fulfil requirements for simple experiments, such as safety, ease of implementation, cost effectiveness, but especially transparency. An experiment is transparent if it presents a phenomenon in a way easily perceptible by

the senses [5]. The criterion of transparency is that the observed phenomenon is not covered by another phenomenon that occurs during the experiment. As an example we present the change of surface tension at the coloured surface (using food dye) of the milk by dipping the cotton (ear) bud with detergent (see Fig. 1):

Figure 1. Surface tension on the coloured milk

2.2. Science quantity

An essential element of science is a quantity. Using the quantities such as length, time, temperature, etc. not only researchers but also children can describe natural phenomena without being aware of this fact. It is obvious that a child is unable to define the quantity precisely, but its definition can develop from the description of its attributes. A precise definition of a quantity occurs at upper secondary school or even at university. Quantities are fixed for so long, that students might develop misconceptions that may block correct definitions of quantities and complicate their

understanding. Appropriate hands-on experiments can help correct gradual formation and development of science quantities [6]. We chose density as an example. A suitable hands-on experiment that can help the correct development of density is “sugar rainbow” composed of coloured sugar solutions at various densities (concentrations) (see Fig. 2):

Figure 2. Sugar rainbow 2.3. Science research methods

Figure 3. Detecting of starch in food

Significant educational objectives of science education are science research methods. These methods have their specific characteristics and knowledge and skills of students must be develop gradually. Some general and specific science research methods begin to develop at students´ early age. These include analytical observation, description of phenomena, creation of hypotheses, etc. Hands-on experiments may be also beneficial in this area. Our example experiment is method of detecting starch in food using iodine (see Fig. 3).

2.4. Science laws and principles

Figure 4 and 5. Vinegar and baking soda The highlights of educational objectives of science education are science laws and principles. Laws and principles represent the most difficult teaching/learning tasks for both students and their teachers. There are two basic pedagogical procedures for teaching: derivation of the law (inductive approach) and verification of the law (deductive approach). Hands-on experiments can be greatly beneficial in both cases. As an example we chose the principle of conservation of mass. Total mass of

substances does not change during the chemical reaction of vinegar and baking soda (see Fig. 4 and 5).

3. Conclusions

The aim of our design-based research is finding different educational methods and the implementation of hands-on experiments in science education. Our study confirms the importance of hands-on experiments in primary science education. We discovered useful hands-on experiments that are effective teaching/learning instruments. The outcomes of our research are transferred into the education of science teachers.

4. References

[1] Garson Y. Science in Primary School. London: Routledge; 2002.

[2] Mandikova D, Trna J. Zakovske pre- koncepce ve vyuce fyziky. Brno: Paido; 2011.

[3] Trna J, Trnova E. Family hands-on activities in science and technology education for all: gifted and ungifted, children and adults. In: Costa MFM, Dorrío BV, Patairiya MK (Editors) Proceedings of the 6th International Conference on Hands-on Science. Science for All. Quest for Excellence, 2009 October 27-31, Ahmedabad, India, p. 105-109.

[4] Trna J. How to educate and train science teachers in IBSE experiment- tation. In Callaos N, Carrasquero JV, Oropeza A, Tremante A, Welsch F (Editors). IMSCI 2013. The 7th Int. Multi- Conference on Society, Cybernetics and Informatics. Proceedings. Orlando, USA:

International Institute of Informatics and Systemics; 2013. pp. 176-180.

[5] Trna J. How to motivate science tea- chers to use science experiments. J. of Systemics, Cybernetics and Informatics 2012, 10(5): 33-35.

[6] Abrahams I, Millar R. Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education 2008, 30 (14): 1945-1969.

The Impact of Observational