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Psykhe (Santiago)

On-line version ISSN 0718-2228

Abstract

GUTIERREZ, Mario. Physics Reasoning in Early Childhood Education: A Microgenetic Analysis. Psykhe [online]. 2005, vol.14, n.2, pp.109-117. ISSN 0718-2228.  http://dx.doi.org/10.4067/S0718-22282005000200009.

This research addresses preschoolers' intuitive understanding of rectilinear movement and some variables which affect it, and your changes in isomorphic situations. The sample is composed of 30 boys and girls between the ages of 5.0 and 5.5 years, selected randomly from one private preschool educational institution in Cali (Colombia). The experimental material consists of four isomorphic situations based on a task by Chen and Klahr (1999). The average number of actions increased significantly between sessions, strategies undertaken by the children are organized in more complex series and with greater effectiveness. Intuitive conceptions of rectilinear movement changed between sessions.

Keywords : implicit conceptions; physics in early childhood education; understanding of rectilinear movement.

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