Les représentations des enseignants du cycle maternel relatives aux leurs pratiques empiristes lors des activités en sciences

AIKATERINI DRAGANOUDI, KONSTANTINOS LAVIDAS, GEORGE KALIAMPOS, KONSTANTINOS RAVANIS

Abstract

The purpose of this research is to investigate the traces of empiricist influences in kindergarten teachers' representations of the practices they tend to follow when developing natural science activities in kindergarten. A quantitative approach was used, with the research tool being an electronic questionnaire that was completed online by 94 kindergarten teachers working in publics preschools. The questionnaire was first used in a pilot survey and, after receiving feedback, was expanded for the main research. Analysis of the results showed that kindergarten teachers' representations of their teaching choices and their students' actions are characterized by practices that are influenced by the empiricist teaching strategy.

Keywords

Early childhood science education, kindergarten teachers’ presentations, teaching practices, empiricist teaching strategy

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References

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DOI: https://doi.org/10.26220/mje.3853

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