The Perception of Basic Science Concepts by Blind and Sighted Children
| dc.contributor.author | Andreou Y. | en |
| dc.contributor.author | Kotsis K. | en |
| dc.date.accessioned | 2015-11-24T17:44:54Z | |
| dc.date.available | 2015-11-24T17:44:54Z | |
| dc.identifier.issn | 1447-9540 | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/14961 | |
| dc.rights | Default Licence | - |
| dc.subject | Perceptions of students, force, weight | en |
| dc.title | The Perception of Basic Science Concepts by Blind and Sighted Children | en |
| heal.abstract | The empirical research was held in December 2003 in Athens. The investigation was conducted through questionnaires given to blind and sighted children. Science is a process that involves observation, discovery, critical thinking and interactive involvement between children and their environment. Children are not passive receivers of information, they construct their own interpretations from the information they receive and come to their own conclusions.(Osborne R. and Freyberg P., 1990). They try to make sense of their world and from a very early age they are beginning to learn about "natural" phenomena and objects as they are interfering with the world around them. Findings from a range of studies show that the way that students observe or interpret the world around them is affected by their pre-existing ideas (Osborne R. and Witt rock 1983, Driver 1989, Solomon 1983, 1994). In addition these ideas, which are constructing from the interactive relationship between children and their natural and social environment, influence their understanding of concepts that are going to be taught at school. That is why school and teachers have enormous responsibility to design learning opportunities and experiences in order to relate the scientific knowledge to children's experience and moreover to change children's deficient interpretations. The purpose of our research was to investigate if sighted and blind children perceive simple science concepts, such as force and weight. Generally from our results, we can conclude that students with a visual impairment conceive the concepts of force and weight better when compared to sighted students. This is because children with a visual impairment in order to explore their surroundings, they have to make measurements and remember details from their environment | en |
| heal.access | campus | - |
| heal.fullTextAvailability | TRUE | - |
| heal.journalName | International Journal of Learning | en |
| heal.journalType | peer-reviewed | - |
| heal.language | en | - |
| heal.publicationDate | 2006 | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης | el |
| heal.type | journalArticle | - |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.type.en | Journal article | en |
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