@article {493,
	title = {THE EXPANSION THERMOMETER IN PRESCHOOLERS{\textquoteright} THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {185{\textendash}193 },
	abstract = {Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers{\textquoteright} representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.},
	keywords = {expansion thermometer, preschool education, preschoolers{\textquoteright} representations, science and technology education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.185},
	url = {http://oaji.net/articles/2016/987-1481916899.pdf},
	author = {Maria Kampeza and Angeliki Vellopoulou and Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {430,
	title = {PRESCHOOL CHILDREN{\textquoteright}S MENTAL REPRESENTATIONS OF CLOUDS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {267{\textendash}274},
	abstract = {Children construct representations of concepts and physical phenomena and these representations are critical to education. The natural phenomenon of clouds is perceivable and also observable by young children in everyday life. Moreover, it is a subject approached by the early childhood science education curriculums. However, in several studies it is noticed that the related children{\textquoteright}s representations are often incompatible with the scientific model, mainly because of its character, which is macroscopic and not immediately observable. In this research, clouds representations framed by children aged 4.5-6 years old are studied. The sample consisted of sixteen (16) children (7 boys and 9 girls) from one public kindergarten in an urban area of Greece. Data were collected through expanded, open type conversations between children pairs and one of the researchers. The results of the qualitative analysis of the conversations show that these children use different types of representations, the majority dominated by the nature of the substance under study. The outcome of the research results indicates the potentials of preschool children to perceive clouds as autonomous natural entities.},
	keywords = {Early childhood education, pre-school education, pupils{\textquoteright} representations, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.267},
	url = {http://oaji.net/articles/2016/987-1473431297.pdf},
	author = {Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
