Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30135
Encouraging the Development of Scientific Literacy in Early Childhood Institutions: Croatian Experience

Authors: L. Vujičić, Ž. Ivković, Ž. Boneta

Abstract:

There is a widespread belief in everyday discourse that science subjects (physics, chemistry and biology) are, along with math, the most difficult school subjects in the education of an individual. This assumption is usually justified by the following facts: low GPA in these subjects, the number of pupils who fail these subjects is high in comparison to other subjects, and the number of pupils interested in continuing their studies in the fields with a focus on science subjects is lower compared to non-science-oriented fields. From that perspective, the project: “Could it be different? How do children explore it?” becomes extremely interesting because it is focused on young children and on the introduction of new methods, with aim of arousing interest in scientific literacy development in 10 kindergartens by applying the methodology of an action research, with an ethnographic approach. We define scientific literacy as a process of encouraging and nurturing the research and explorative spirit in children, as well as their natural potential and abilities that represent an object of scientific research: to learn about exploration by conducting exploration. Upon project completion, an evaluation questionnaire was created for the parents of the children who had participated in the project, as well as for those whose children had not been involved in the project. The purpose of the first questionnaire was to examine the level of satisfaction with the project implementation and its outcomes among those parents whose children had been involved in the project (N=142), while the aim of the second questionnaire was to find out how much the parents of the children not involved (N=154) in this activity were interested in this topic.

Keywords: Documenting, early childhood education, evaluation questionnaire for parents, scientific literacy development.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1124345

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 893

References:


[1] Official Journal of the European Union. Recommendation of The European Parliament and of The Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). Pribavljeno 20.12.2013., sa http://eurlex.europa.eu/LexUriServ/ LexUri.Serv.do?uri= OJ:L:2006:394:0010:0018:en:PDF
[2] P. Brunton and L. Thornton, Science in the Early Years: Building Firm Foundations from Birth to Five. Pribavljeno 13.01.2014., sa http://www.scribd.com/doc/132072436/Pat-Brunton-Linda-Thornton-Science-in-the-Early-Years-Building-Firm-Foundations-From-Birth-to-Five-2010.
[3] A. Gopnik, N. Meltzoff, and K.P. Kuhl, Znanstvenik u koljevci. Što nam rano učenje kazuje o umu. Zagreb: Educa, 2003.
[4] A. Gopnik, Beba filozof – što nam djeca govore o istini, ljubavi i smislu života. Zagreb: Algoritam, 2011.
[5] B. Milotić, Djeca kao znanstvenici – znanstvenici kao djeca. Dijete, vrtić, obitelj, 73, pp.16-17, 2013.
[6] A. Miljak, Razvojni kurikulum ranog odgoja. Model Izvor II., Zagreb: Mali profesor, 2015.
[7] E. Slunjski, Tragovima dječjih stopa. Zagreb: Profil, 2012.
[8] L. Vujičić, and M.Miketek, Children's Perspective in Play: Documenting the Educational Process Hrvatski časopis za odgoj i obrazovanje/Croatian Journal of Education; vol.16 (1), pp.143- 159, 2014.
[9] T. Vasconcelos, N. Melo, M. O. Mendes, and C. Cardoso, Željeli smo saznati zašto postoje različite Mjesečeve mijene. Djeca u Europi, 1 (1), pp. 9-10, 2009.
[10] D. Car Mohač, Ravnoteža i statika u jaslicama. Dijete, vrtić, obitelj, 73, pp.26-28, 2013.
[11] A. Franko, Projekt „Pustinjsko vozilo” – Newtonovi aksiomi. Dijete, vrtić, obitelj, 73, pp.18-19, 2013.
[12] K. Uljanić, Projekt svjetlost. In.: A. Miljak and L. Vujičić (ed.), Vrtić kao dječja kuća: odgajatelji Istre odgajateljima, na zajedničkom putu odrastanja s djecom, pp. 233-242, Poreč: Sigra, 2000.
[13] G. Močibob, Dječje teorije i istraživački pristup znanstvenom obrazovanju u ranom djetinjstvu. Rijeka: Učiteljski fakultet, diplomski rad, 2014.
[14] J. Bruner, Kultura obrazovanja. Zagreb: Educa, 2000, p.128.
[15] B. M. Barth, Razumjeti što djeca razumiju. Zagreb: Profil International, 2004.
[16] H. Gardner, The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves. New York: Pengun Group, 2000.
[17] D. Harcourt, and J. Einarsdottir, Introducing children’s perspectives and participation in research. European Early Childhood Education Research Journal, 19(3), pp.301-307, 2011.
[18] K. K. Lind, Dialogue on Early Childhood Science, Mathematics, and Technology Education – First Experiences in Science, Mathematics, and Technology. Pribavljeno 10.01.2014., sa www.project2061.org/ publications/earlychild/ online/experience/lind.htm, 1999.
[19] NSTA Board of Directors: „NSTA Position Statement: Early Childhood Science Educati¬on.” Pribavljeno: 05.02.2015. sa: http://www.nsta.org/about/positions/earlychildhood. Aspx
[20] L. Vujičić, Razvoj znanstvene pismenosti u ustanovama ranog odgoja. Rijeka: Centar za istraživanje djetinjstva, (Unpublished work style).
[21] K.V. Hoover-Dempsey, J.M.T. Walker, H.M. Sandler, D. Whetsel, C.L. Green, A.S. Wilkins, and K. Closson, Why Do Parents Become Involved? Research Findings and Implications, The Elementary School Journal, 106 (2), pp.105-130, 2005.
[22] D. Berthelsen, and S. Walker, Parents' Involvement in Their Children's Education. Family Matters, vol.79, pp. 34-41. raspoloživo na http://aifs.gov.au/institute/pubs/fm2008/fm79/bw.pdf, 2008.
[23] K. Christensen, B. Schneider, D. Butler, Family with School- Age Children, The Future of Children, 21(2), pp.69-90, 2011.
[24] S. Puzić, K. Doolan and D. Dolenec, “Socijalna dimenzija Bolonjskog procesa i (ne)jednakost šansi za visoko obrazovanje: neka hrvatska iskustva.” Sociologija i prostor, vol. 44, no. 2/3, pp. 243-260, Dec. 2006.
[25] Z. Pavić and K. Vukelić, “Socijalno podrijetlo i obrazovne nejednakosti: istraživanje na primjeru osječkih studenata i srednjoškolaca,” Revija za sociologiju, vol. 40, no. 1/2, pp. 53-70, Jun. 2009.
[26] B. Jokić and Z. Ristić Dedić, “Razlike u školskom uspjehu učenika trećih i sedmih razreda osnovnih škola u Republici Hrvatskoj s obzirom na spol učenika i obrazovanje roditelja: populacijska perspektiva,” Revija za socijalnu politiku, vol. 17, no.3, pp. 345-362, Nov. 2010.
[27] I. Jugović, “Uloga motivacije i rodnih stereotipa u objašnjenju namjere odabira studija u stereotipno muškom području,” Sociologija i prostor, vol. 48, no.1, pp. 77-98, Jul. 2010.
[28] I. Dobrotić, T. Matković and J. Baran, “Zaposlenost žena i pristup sustavu predškolske skrbi za djecu u Hrvatskoj: postoji li veza?” Revija za socijalnu politiku, vol. 17, no. 3, pp. 363-385, Nov. 2010.
[29] Ž. Ivković, L. Vujičić and Ž. Boneta, “Encouraging scientific literacy for the future: parents’ attitudes,” in Izobraževanje za 21. stoletje - ustvarjalnost v vzgoji in izobraževanju, D. Hozjan, Ed. Koper: Univerza na Primorskem, Znanstveno raziskovalno središče, Univerzitetna založba Annales, 2014, pp. 439-450.
[30] Ž. Ivković and Ž. Boneta, “Razvoj znanstvene pismenosti u vrtiću – izazov za roditelje,” Dijete, vrtić, obitelj, vol. 19, no. 73, pp. 11-13, Sep. 2013.
[31] N. Bijelić, Muškarci i rodna ravnopravnost u Hrvatskoj: rezultati istraživanja. Zagreb: IMAGES, Nacionalna zaklada za razvoj civilnog društva, 2011.
[32] Ž. Ivković, Ž. Boneta and S. Kanjić, “Dijete kao projekt” vs “daj dite materi.” Orodnjenost roditeljske brige o djeci,” Sociologija, vol. 56, no. 4, pp. 495-505, 2014.
[33] M. Gregurović and S. Kuti, “Učinak socioekonomskog statusa na obrazovno postignuće učenika: Primjer PISA istraživanja, Hrvatska 2006,” Revija za socijalnu politiku, vol. 17, no. 2, pp. 179-196, Jul. 2010.
[34] A. Turmo, “Scientific literacy and socio-economic background among 15-year-olds – A Nordic perspective,” Scandinavian Journal of Educational Research, vol. 48, no. 3, pp. 287-305, Jul. 2004.
[35] D. Sherkat, “Religion and scientific literacy in the United States,” Social Science Quarterly, vol. 92, no.5, pp. 1134-1150, Dec. 2011.
[36] K. Crowley, M. A. Callanan, H. R. Tenenbaum and E. Allen, “Parents explain more often to boys than to girls during shared scientific thinking,” Psychological Science, vol. 12, no. 3, pp. 258-261, May 2001.
[37] J. Županov, “Hrvatsko društvo danas – kontinuitet i promjena,” Politička misao, vol. 48, no. 3, pp. 145-163, Nov. 2011.
[38] R. Inglehart, “Changing values among Western publics from 1970 to 2006.” West European Politics, vol. 31, no. 1/2, pp. 130-146, Jun. 2008.
[39] C. Welzel, R. Inglehart and H-D. Klingemann, “The theory of human development: A cross-cultural analysis,” European Journal of Political Research, vol. 42, no. 3, pp. 341-379, 2003.
[40] A. Štulhofer and K. Kufrin, “Od obilja do altruizma i druge ekološke priče. Postmaterijalistički sindrom i ekološke vrijednosti u Hrvatskoj,” Socijalna ekologija, vol. 5, no. 2, Apr. 1996.
[41] P. J. N. Dejonckheere, K. Van De Keere and N. Mestdagh, “Training the scientific thinking circle in pre- and primary school children,” The Journal of Educational Research, vol. 103, no. 1, pp. 1-16, Oct. 2010.