Between science and place: Saudi children’s ideas of the Earth
| المصدر: | مجلة جامعة الجوف للعلوم الاجتماعية |
|---|---|
| الناشر: | جامعة الجوف - كلية الدراسات العليا والبحث العلمى |
| المؤلف الرئيسي: | العنزي، فياض بن حامد (Author) |
| المؤلف الرئيسي (الإنجليزية): | Alanazi, Fayadh Hamed |
| المجلد/العدد: | مج2, ع1 |
| محكمة: | نعم |
| الدولة: |
السعودية |
| التاريخ الميلادي: |
2016
|
| الشهر: | يناير |
| الصفحات: | 223 - 225 |
| DOI: |
10.12816/0031392 |
| ISSN: |
6700-1658 |
| رقم MD: | 773354 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
12
| المستخلص: |
The purpose of this study was to explore Saudi children’s ideas about astronomical bodies, drawing from the theoretical perspective of social-cultural learning. A naturalistic approach was employed. This study was carried out across two phases, using interviews and classroom observation methods. In Phase 1, 30 children, aged between 6 and 9 years old (1st, 2nd and 3rd grades), from six primary schools (two schools for each grade) in the north of Saudi Arabia, participated in semi-structured interviews, supported by the creation of drawings and models, in order to explore the multi-faceted nature of children’s understanding. In Phase 2, classroom observations were carried out in the same primary schools as Phase 1 with the aim of examining the position of children as knowledge-producers and in the view of themselves as inhabitants of the Earth. The results showed that Saudi children shaped their thinking about the Earth from different perspectives. Physical conceptions (e.g., the Earth is a circle), terrestrial conceptions (e.g., the Earth is a place where we can live, sleep and eat) and metaphysical conceptions (e.g., the Earth is created only for worship) were identified. The findings suggest that teacher–child dialogue is important to encourage children to learn as the Earth’s inhabitants’. Moreover, children are able to discuss and think together and they learn from each other through child-child dialogue, and the use of other physical artefacts, including the globe -are recognised as fundamental, with children’s learning not only dependent on age. Based on the findings, some implications for science educators in general, and Saudi Arabia in particular, are highlighted. It is argued that understanding of local values and beliefs in the learning of science is an important goal for science education in an international context. |
|---|---|
| ISSN: |
6700-1658 |
عناصر مشابهة
-
Investigating Science Teachers' Beliefs about Science and Science Teaching: Struggles in Implementing Science Education Reform in Saudi Arabia
بواسطة: Abd Alkareem, Saleh A. M. منشور: (2004) -
Cooperative Learning in Science: A Comparative Study in Saudi Arabi
بواسطة: Merebah, Saad A. A. منشور: (1987) -
An Exploration Of Primary School Childrens Thinking About Simple Astronomical Phenomena In Saudi Arabia Before And After Teaching
بواسطة: العنزي، فياض بن حامد منشور: (2009) -
Teacher Education and Educating Children with Autism: Bridging the Gap between Theory and Practice in Saudi Arabia
بواسطة: Alqurashi, Hussam Khalid A. منشور: (2017) -
THE RELATIONSRIP BETWEEN CERTAIN PIAGETIAN TASKS AND ARITHMETIC ABILITY OF THE FIRST GRADE SAUDI MALE CHILDREN
بواسطة: Malak, Mohammad Ali منشور: (1976)
