Hands-on chemistry: new pre-school challenge.

• Tipo: Resumo de Comunicação em Conferência Nacional
• Data: 2015

Autores

José Ferreira (Autor) Outra; João Paiva (Autor) FCUP; Carla Morais (Autor) FCUP; Luciano Moreira (Autor) FEUP

Ata de Conferência Nacional

Título: Encontro Nacional da Sociedade Portuguesa de Química

Página Inicial: 79

XXIV Encontro Nacional da Sociedade Portuguesa de Química

Coimbra, 1-3 July 2015

Classificação Científica

FOS: Ciências sociais > Ciências da educação

Outras Informações

Abstract (EN): From the moment of his birth, any child begins to (re)construct the world around him [1] in different ways, with their five senses and through action. In a certain way, one could say that this is their first contact with science, being continuously strengthened by school and by their life experiences, as they grow. Science is in the Portuguese preschool curriculum orientations, within one of the three major areas of the curriculum, «Conhecimento do Mundo», i.e., “World knowledge”, but it is not always well explored by teachers because they do not have specific training background. The topic includes developing basic knowledge through experiences in preschool or in their own surroundings, like at home. Steiner (1984) considered suitable to expose scientific concepts to children in the early years, with general ideas and terminology but without too much details [2]. The dialogue may be minimized, and the involvement of students should be maximized, because children’ thinking is closely linked to the action [3]. Environmental education and accidents prevention education are examples of scientific issues that could be included [4], and as a family educational process sequel. Would chemistry help children in preschool? Chemistry, as other sciences, it is important to awake and strength the natural curiosity; to develop positive attitudes about science; to improve future learning by an early exposure [5], and especially to help solving problems and misunderstandings. The methodology used in this ongoing work is action-research, with a holistic approach, involving 42 children aged between 3 and 6 years of one school at Esposende, in Portugal. Investigation had the participation of teachers, children, parents and other staff. The hands-on chemistry experiments already developed focused on hazard warning labels of household chemicals, food preservation and water pollution. The activities and the all participatory process is being well accepted by the community and has helped to increase the perceived relevance of chemistry education.

Idioma: Inglês

Tipo (Avaliação Docente): Científica