@article {454, title = {{\textquotedblleft}YOUNG NOISE RESEARCHERS{\textquotedblright}: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN}, journal = {Journal of Baltic Science Education}, volume = {14}, year = {2015}, month = {October/2015}, pages = {Continuous}, type = {Original article}, chapter = {569{\textendash}585 }, abstract = {While little is known about how young children understand noise and its environmental aspects, this topic is suggested to be included in science curricula from early years on. To investigate if and to what extent preschool children{\textquoteright}s level of noise awareness could be improved the {\textquoteleft}Young Noise Researchers{\textquoteright} educational scenario was designed, implemented and evaluated. Research design involved a pretest-posttest procedure. Participants were 52 Greek preschool children, who attended public kindergarten classes. The scenario involved 9 activities following the principles of context-based, socio-cognitive and multimodal teaching and learning, which were implemented by the teachers of the classes in a 4-week period. Prior to and after the intervention participants engaged in individual, semi-structured interviews. The results indicated improvement in children{\textquoteright}s noise awareness in regard to acknowledging everyday noises, understanding annoyance and subjectivity of noise, adopting negative attitudes towards noise and acknowledging its health effects. Nevertheless, their noise awareness did not significantly improve in other crucial respects. Implications for teaching involve a more systematic focus on the distinction between sound and noise, noise subjectivity, the annoyance caused by noise in daily life and the possibility of more active and preventive protection measures.}, keywords = {Early childhood education, pupils{\textquoteright} noise awareness, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/15.14.569}, url = {http://oaji.net/articles/2016/987-1479542288.pdf}, author = {Vasilia Christidou and Anastasia Dimitriou and Nikos Barkas and Maria Papadopoulou and Stergios Grammenos} } @article {403, title = {YOUNG CHILDREN{\textquoteright}S IDEAS ABOUT SNAIL INTERNAL ANATOMY}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {828{\textendash}838 }, abstract = {Drawings can serve as a useful tool for analyzing children{\textquoteright}s understanding of scientific phenomena. This study examined children{\textquoteright}s understandings about internal structure of the snail. Children from kindergarten at age 5 and from primary school of age 7 and 10, were asked to draw their concept about the internal structure of the snail. The results demonstrate the alternative conceptions held by the children. Analysis showed some significant differences in interpretation between both age groups and gender. Age related differences were in understanding of nervous, circulatory, muscle and digestive system, and such features as food, bones and mucus. Gender differences were not so significant at present studies. There were only few statistically significant observations concerning gender, that boys more often than girls consider mucus and other organisms (such as bacteria) as a part of snail internal structure. The girls drew more in the category food (7 years old) and bones (10 years old). The results also revealed ideas which made sense to the learner, but are not biologically accurate, such as organs located in the foot. }, keywords = {alternative conceptions, Mental Models, scientific phenomena}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.828}, url = {http://oaji.net/articles/2015/987-1450982532.pdf}, author = {Eliza Rybska and Sue Dale Tunnicliffe and Zofia Anna Sajkowska} }