Çocukların Dünya’nın Şekli ve Gece-Gündüz Kavramlarına Yönelik Zihinsel Modelleri

Sinem Güçhan Özgül; Berrin Akman; Mesut Saçkes

doi:10.19160/ijer.379293

Research Article

Çocukların Dünya’nın Şekli ve Gece-Gündüz Kavramlarına Yönelik Zihinsel Modelleri

Year 2018, Volume: 9 Issue: 1, 66 - 88, 23.04.2018

Sinem Güçhan Özgül , Berrin Akman , Mesut Saçkes

https://doi.org/10.19160/ijer.379293

Cited By: 13

Abstract

Bu çalışma 60-72 aylık çocukların Dünya’nın şekli ve
Gece-Gündüz kavramlarına ilişkin zihinsel modellerini ortaya koymak amacıyla
yapılmıştır. Araştırmanın çalışma grubunu 2015-2016 eğitim-öğretim yılında
Kuzeybatı Anadolu’da bulunan bir büyükşehrin merkez ilçesindeki bir anaokuluna
devam eden ve yaşları 60-72 aylar arasında değişen 31 kız 25 erkek toplam 56
çocuk oluşturmaktadır.

Bu araştırmanın amacı kapsamında iç içe karma yöntem
yaklaşımına uygun olarak nicel ve nitel veri toplama araçlarından elde edilen
veriler birlikte ve nicel olarak analiz edip yorumlanmıştır. Bu araştırmada
kullanılan veri toplama araçları “Dünya-2 Testi” ve “Dünya ve Gece-Gündüz
Görüşme Protokolü”dür.

Araştırmanın bulgularına göre çocukların tümünün
Dünya’nın şekli ve gece gündüz kavramlarına ilişkin sentetik zihinsel modellere
sahip olduğu görülmektedir. Dünya’nın şekline ilişkin bulgular çocukların büyük
çoğunluğunun düzleştirilmiş dünya modeline sahip olduklarını göstermektedir.
Bununla birlikte, simit dünya modeli benzer kültürler ve yakın coğrafyalarda
yapılan çalışmalarda olduğu gibi bu çalışmada da ortaya çıkmıştır. Gece-gündüz oluşumuna ilişkin bulgular çocukların
bu kavramları ve olguları büyük çoğunlukla Güneş’in hareketlerine
atfettiklerini, sınırlı sayıda çocuğun ise bu kavramları Allah ile ilişkilendirdiğini göstermektedir.

Keywords

Dünya, gece-gündüz, zihinsel modeller

References

Akman, B., & Güçhan Özgül, S. (2015). Role of Play in Teaching Science in the Early Childhood Years. In Research in Early Childhood Science Education, 237–258. Springer Publishing.
Akman, B., Üstün, E., & Güler, T. (2003). 6 yaş çocuklarinin bi̇li̇m süreçleri̇ni̇ kullanma yetenekleri̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 11–14.
Alabay, E. (2013). Scıencestart !Tm destekli fen eğitim programının 60-72 aylık çocukların bilimsel süreç becerilerine ve bilimsel tutuma güvenme ve yönelime etkisi. Yayımlanmamış Doktora Tezi, Selçuk Ünivesitesi Eğitim Bilimleri Enstitüsü, Konya.
Ampartzaki, M., & Kalogiannakis, M. (2016). Astronomy in Early Childhood Education : A Concept-Based Approach. Early Childhood Education Journal, 44(2), 169–179. http://doi.org/10.1007/s10643-015-0706-5
Bartsch, K., & Wellman, H. (1989). Young Children’s Attribution of Action to Beliefs and Desires, Child Development, 60, 946–964.
Blown, E. J., & Bryce, T. G. K. (2006). Knowledge Restructuring in the Development of Children ’ s Cosmologies Knowledge Restructuring in the Development of Children’s. International Journal of Science Education, 28(12), 1411–1462. http://doi.org/10.1080/09500690600718062
Bryce, T. G. K., & Blown, E. J. (2013). Children’s Concepts of the Shape and Size of the Earth , Sun and Moon. International Journal of Science Education, 35(3), 388–446. http://doi.org/10.1080/09500693.2012.750432
Bulunuz, M. (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226–249. http://doi.org/10.1080/1350293X.2013.789195
Carey, S. (1985). Conceptual Change in Childhood, Massachusetts: MIT Press.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research.Thousand Oaks, CA: Sage.
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336. http://doi.org/10.1007/s10956-005-7198-9
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. http://doi.org/10.1016/j.ecresq.2004.01.004
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. http://doi.org/10.1016/j.ecresq.2004.01.009
Gelman, S. A. (2005). Early conceptual development. In K. McCartney & D. Phillips (Eds.), Blackwell Handbook of Early Childhood Development. Singapore: Blackwell Publishing.
Gopnik, A., & Astington, J. W. (1988). Children’ s Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction. Child Development, 59(1), 26–37.
Güçhan Özgül, S., & Saçkes, M. (2015). Adaptation of EARTH-2 Scale for Turkish Kindergartners. EECERA (Özet bildiri) (Yayın No:2154415) Barcelona, İspanya.
Hannust, T., & Kikas, E. (2007). Children’s knowledge of astronomy and its change in the course of learning. Early Childhood Research Quarterly, 22(1), 89–104. http://doi.org/10.1016/j.ecresq.2006.11.001
Hayes, B. K., Goodhew, A., Heit, E., & Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86, 253–276. http://doi.org/10.1016/j.jecp.2003.09.002
Kallery, M. (2011). Astronomical Concepts and Events Awareness for Young Children. International Journal of Science Education, (October 2013), 341–369. http://doi.org/10.1080/09500690903469082
Kampeza, M. (2006). Preschool children’s ideas about the Earth as a cosmic body and the day / night cycle. Journal of Science Education, 7(2), 119–122.
Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439–454. http://doi.org/10.1016/S0959-4752(98)00004-8
Küçüközer, H., & Bostan, A. (2010). Ideas of kındergarten students on the day-nıght cycles , the seasons and the moon phases. Eğitimde Kuram ve Uygulama, 6(2), 267–280.
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378–394. http://doi.org/10.1016/j.ecresq.2008.04.001
N.R.C. (1996). National Science Education Standards. Science Education. http://doi.org/0-309-54985-X Nussbaum, J., & Novak, J. D. (1976). An Assessment of Children’s Concepts of the Earth Utilizing Structured Interviews, Science Education, 60(4), 535–550.
Özsoy, S. (2012). Is the Earth Flat or Round? Primary School Children’s Understandings of the Planet Earth:The Case of Turkish Children. International Electronic Journal of Elementary Education, 4(2), 407–415.
Panagiotaki, G., Nobes, G., & Banerjee, R. (2006). Children ’ s representations of the earth : A methodological comparison. British Journal of Developmental Psychology, 24, 353–372. http://doi.org/10.1348/026151005X39116
Panagiotaki, G., Nobes, G., & Potton, A. (2009). Journal of Experimental Child Mental models and other misconceptions in children ’ s understanding of the earth. Journal of Experimental Child Psychology, 104(1), 52–67. http://doi.org/10.1016/j.jecp.2008.10.003
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166–191. http://doi.org/10.1002/tea.20276
Plummer, J. D., Kocareli, A., Slagle, C., Diane, J., Kocareli, A., & Slagle, C. (2014). Learning to Explain Astronomy Across Moving Frames of Reference : Exploring the role of classroom and planetarium-based instructional contexts, 693(October 2016). http://doi.org/10.1080/09500693.2013.843211
Saçkes, M. (2015). Kindergartners’ Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms, Educational Sciences: Theory and Practice, 15(4), 997–1006. http://doi.org/10.12738/estp.2015.4.2741
Saçkes, M., & Korkmaz, H. İ. (2015). Anaokulu Çocuklarının Dünyanın Şekline İlişkin Zihinsel Modelleri, İlköğretim Online, 14(2), 734–743.
Saçkes, M., Flevares, L. M., & Trundle, K. C. (2010). Four- to six-year-old children’s conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536–546. http://doi.org/10.1016/j.ecresq.2010.01.001
Saçkes, M., Smith, M. M., & Trundle, K. C. (2016). US and Turkish preschoolers ’ observational knowledge of astronomy. International Journal of Science Education, 38(1), 116–129. http://doi.org/10.1080/09500693.2015.1132858
Saçkes, M., Trundle, K. C., & Smith, M. M. (2015). Development of Scientific Concepts During Childhood. In International Encyclopedia of Social & Behavioral Sciences (2nd edition). Elsevier.
Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. a. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study. Journal of Research in Science Teaching, 48(2), 217–235. http://doi.org/10.1002/tea.20395
Samarapungavan, A. L. A., Mantzicopoulos, P., & Patrick, H. (2008). Learning Science Through Inquiry in Kindergarten. Science Education, 92(March 2007), 868–908. http://doi.org/10.1002/sce.20275
Samarapungavan, A., Patrick, H., & Mantzicopoulos, P. (2011). What Kindergarten Students Learn in Inquiry-Based Science Classrooms. Cognition and Instruction, 29(4), 416–470. http://doi.org/10.1080/07370008.2011.608027
Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996). Mental models of the earth, sun, and moon: Indian children’s cosmologies. Cognitive Development, 11(4), 491–521. http://doi.org/10.1016/S0885-2014(96)90015-5
Siegal, M., Butterworth, G., & Newcombe, P. A. (2004). Culture and children’s cosmology. Developmental Science, 7(3), 308–324. http://doi.org/10.1111/j.1467-7687.2004.00350.x
Sneider, C. I., & Ohadi, M. M. (1998). Unraveling Students ’ Misconceptions about the Earth ’ s Shape and Gravity. Scandinavian Journal of Educational Research, 82(2), 265–284.
Straatemeier, M., van der Maas, H. L. J., & Jansen, B. R. J. (2008). Children’s knowledge of the earth: a new methodological and statistical approach. Journal of Experimental Child Psychology, 100(4), 276–96. http://doi.org/10.1016/j.jecp.2008.03.004
Tao, Y., Oliver, M., & Venville, G. (2013). Chinese and Australian children’s understandings of the Earth: A cross cultural study of conceptual development. Cultural Studies of Science Education, 8(2), 253–283. http://doi.org/10.1007/s11422-012-9415-1
Trundle, K. C., & Saçkes, M. (2012). Science and early education. Handbook of Early Childhood Education, 240–258. Tu, T. (2006). Preschool Science Environment: What Is Available in a Preschool Classroom? Early Childhood Education Journal, 33(4), 245–251. http://doi.org/10.1007/s10643-005-0049-8
Valanides, N., Gritsi, F., Kampeza, M., & Ravanis, K. (2000). Changing Pre-school Children’s Conceptions of the Day/Night Cycle. International Journal of Early Years Education, 8(1), 27–39. http://doi.org/10.1080/096697600111725
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. http://doi.org/10.1016/0010-0285(92)90018-W
Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183. http://doi.org/10.1016/0364-0213(94)90022-1
Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), 203–222. http://doi.org/10.1016/j.cogdev.2003.12.002
Wellman, H. M., & Gelman, S. A. (1998). Knowledge acquisition in foundational domains. Handbook of Child Psychology: Volume 2: Cognition, Perception, and Language.

Children’s Mental Models about the Shape of the Earth and Day-Night Concepts

Year 2018, Volume: 9 Issue: 1, 66 - 88, 23.04.2018

Sinem Güçhan Özgül , Berrin Akman , Mesut Saçkes

https://doi.org/10.19160/ijer.379293

Cited By: 13

Abstract

This study aimed to investigate 60-72 months old
children’s mental models about the shape of the Earth and day-night concepts. The
sample of the study consisted of 56 children (31 girls, 25 boys) aged between
60-72 months attending the kindergarten in a city center located in the
Northwestern part of Turkey.

Within the aim of this study, the data obtained from
qualitative and quantitative data collection tools were analyzed and discussed
together and quantitatively within the framework of embedded mixed method
approach. Data collection tools of this study were “Earth-2” and “Earth and
Day-Night Concepts Interview Protocol”.

The findings of the study, demonstrated that all of
the children had synthetic mental models regarding the shape of Earth and the
day-night concepts. Findings about the shape of the Earth showed that the
majority of the sample held flattened Earth model. Moreover, some children held
ring Earth model which was also observed studies conducted in similar cultures
and nearby geographies. Findings about the day and night cycle showed that a
significant majority of children attributed day and night cycle to the
movements of Sun and the limited number of children related it with the
God.

Keywords

Earth, day-night cycle, mental models

References

Akman, B., & Güçhan Özgül, S. (2015). Role of Play in Teaching Science in the Early Childhood Years. In Research in Early Childhood Science Education, 237–258. Springer Publishing.
Akman, B., Üstün, E., & Güler, T. (2003). 6 yaş çocuklarinin bi̇li̇m süreçleri̇ni̇ kullanma yetenekleri̇. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 11–14.
Alabay, E. (2013). Scıencestart !Tm destekli fen eğitim programının 60-72 aylık çocukların bilimsel süreç becerilerine ve bilimsel tutuma güvenme ve yönelime etkisi. Yayımlanmamış Doktora Tezi, Selçuk Ünivesitesi Eğitim Bilimleri Enstitüsü, Konya.
Ampartzaki, M., & Kalogiannakis, M. (2016). Astronomy in Early Childhood Education : A Concept-Based Approach. Early Childhood Education Journal, 44(2), 169–179. http://doi.org/10.1007/s10643-015-0706-5
Bartsch, K., & Wellman, H. (1989). Young Children’s Attribution of Action to Beliefs and Desires, Child Development, 60, 946–964.
Blown, E. J., & Bryce, T. G. K. (2006). Knowledge Restructuring in the Development of Children ’ s Cosmologies Knowledge Restructuring in the Development of Children’s. International Journal of Science Education, 28(12), 1411–1462. http://doi.org/10.1080/09500690600718062
Bryce, T. G. K., & Blown, E. J. (2013). Children’s Concepts of the Shape and Size of the Earth , Sun and Moon. International Journal of Science Education, 35(3), 388–446. http://doi.org/10.1080/09500693.2012.750432
Bulunuz, M. (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226–249. http://doi.org/10.1080/1350293X.2013.789195
Carey, S. (1985). Conceptual Change in Childhood, Massachusetts: MIT Press.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research.Thousand Oaks, CA: Sage.
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336. http://doi.org/10.1007/s10956-005-7198-9
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. http://doi.org/10.1016/j.ecresq.2004.01.004
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. http://doi.org/10.1016/j.ecresq.2004.01.009
Gelman, S. A. (2005). Early conceptual development. In K. McCartney & D. Phillips (Eds.), Blackwell Handbook of Early Childhood Development. Singapore: Blackwell Publishing.
Gopnik, A., & Astington, J. W. (1988). Children’ s Understanding of Representational Change and Its Relation to the Understanding of False Belief and the Appearance-Reality Distinction. Child Development, 59(1), 26–37.
Güçhan Özgül, S., & Saçkes, M. (2015). Adaptation of EARTH-2 Scale for Turkish Kindergartners. EECERA (Özet bildiri) (Yayın No:2154415) Barcelona, İspanya.
Hannust, T., & Kikas, E. (2007). Children’s knowledge of astronomy and its change in the course of learning. Early Childhood Research Quarterly, 22(1), 89–104. http://doi.org/10.1016/j.ecresq.2006.11.001
Hayes, B. K., Goodhew, A., Heit, E., & Gillan, J. (2003). The role of diverse instruction in conceptual change. Journal of Experimental Child Psychology, 86, 253–276. http://doi.org/10.1016/j.jecp.2003.09.002
Kallery, M. (2011). Astronomical Concepts and Events Awareness for Young Children. International Journal of Science Education, (October 2013), 341–369. http://doi.org/10.1080/09500690903469082
Kampeza, M. (2006). Preschool children’s ideas about the Earth as a cosmic body and the day / night cycle. Journal of Science Education, 7(2), 119–122.
Kikas, E. (1998). The impact of teaching on students’ definitions and explanations of astronomical phenomena. Learning and Instruction, 8(5), 439–454. http://doi.org/10.1016/S0959-4752(98)00004-8
Küçüközer, H., & Bostan, A. (2010). Ideas of kındergarten students on the day-nıght cycles , the seasons and the moon phases. Eğitimde Kuram ve Uygulama, 6(2), 267–280.
Mantzicopoulos, P., Patrick, H., & Samarapungavan, A. (2008). Young children’s motivational beliefs about learning science. Early Childhood Research Quarterly, 23(3), 378–394. http://doi.org/10.1016/j.ecresq.2008.04.001
N.R.C. (1996). National Science Education Standards. Science Education. http://doi.org/0-309-54985-X Nussbaum, J., & Novak, J. D. (1976). An Assessment of Children’s Concepts of the Earth Utilizing Structured Interviews, Science Education, 60(4), 535–550.
Özsoy, S. (2012). Is the Earth Flat or Round? Primary School Children’s Understandings of the Planet Earth:The Case of Turkish Children. International Electronic Journal of Elementary Education, 4(2), 407–415.
Panagiotaki, G., Nobes, G., & Banerjee, R. (2006). Children ’ s representations of the earth : A methodological comparison. British Journal of Developmental Psychology, 24, 353–372. http://doi.org/10.1348/026151005X39116
Panagiotaki, G., Nobes, G., & Potton, A. (2009). Journal of Experimental Child Mental models and other misconceptions in children ’ s understanding of the earth. Journal of Experimental Child Psychology, 104(1), 52–67. http://doi.org/10.1016/j.jecp.2008.10.003
Patrick, H., Mantzicopoulos, P., & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference. Journal of Research in Science Teaching, 46(2), 166–191. http://doi.org/10.1002/tea.20276
Plummer, J. D., Kocareli, A., Slagle, C., Diane, J., Kocareli, A., & Slagle, C. (2014). Learning to Explain Astronomy Across Moving Frames of Reference : Exploring the role of classroom and planetarium-based instructional contexts, 693(October 2016). http://doi.org/10.1080/09500693.2013.843211
Saçkes, M. (2015). Kindergartners’ Mental Models of the Day and Night Cycle: Implications for Instructional Practices in Early Childhood Classrooms, Educational Sciences: Theory and Practice, 15(4), 997–1006. http://doi.org/10.12738/estp.2015.4.2741
Saçkes, M., & Korkmaz, H. İ. (2015). Anaokulu Çocuklarının Dünyanın Şekline İlişkin Zihinsel Modelleri, İlköğretim Online, 14(2), 734–743.
Saçkes, M., Flevares, L. M., & Trundle, K. C. (2010). Four- to six-year-old children’s conceptions of the mechanism of rainfall. Early Childhood Research Quarterly, 25(4), 536–546. http://doi.org/10.1016/j.ecresq.2010.01.001
Saçkes, M., Smith, M. M., & Trundle, K. C. (2016). US and Turkish preschoolers ’ observational knowledge of astronomy. International Journal of Science Education, 38(1), 116–129. http://doi.org/10.1080/09500693.2015.1132858
Saçkes, M., Trundle, K. C., & Smith, M. M. (2015). Development of Scientific Concepts During Childhood. In International Encyclopedia of Social & Behavioral Sciences (2nd edition). Elsevier.
Saçkes, M., Trundle, K. C., Bell, R. L., & O’Connell, A. a. (2011). The influence of early science experience in kindergarten on children’s immediate and later science achievement: Evidence from the Early Childhood Longitudinal Study. Journal of Research in Science Teaching, 48(2), 217–235. http://doi.org/10.1002/tea.20395
Samarapungavan, A. L. A., Mantzicopoulos, P., & Patrick, H. (2008). Learning Science Through Inquiry in Kindergarten. Science Education, 92(March 2007), 868–908. http://doi.org/10.1002/sce.20275
Samarapungavan, A., Patrick, H., & Mantzicopoulos, P. (2011). What Kindergarten Students Learn in Inquiry-Based Science Classrooms. Cognition and Instruction, 29(4), 416–470. http://doi.org/10.1080/07370008.2011.608027
Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996). Mental models of the earth, sun, and moon: Indian children’s cosmologies. Cognitive Development, 11(4), 491–521. http://doi.org/10.1016/S0885-2014(96)90015-5
Siegal, M., Butterworth, G., & Newcombe, P. A. (2004). Culture and children’s cosmology. Developmental Science, 7(3), 308–324. http://doi.org/10.1111/j.1467-7687.2004.00350.x
Sneider, C. I., & Ohadi, M. M. (1998). Unraveling Students ’ Misconceptions about the Earth ’ s Shape and Gravity. Scandinavian Journal of Educational Research, 82(2), 265–284.
Straatemeier, M., van der Maas, H. L. J., & Jansen, B. R. J. (2008). Children’s knowledge of the earth: a new methodological and statistical approach. Journal of Experimental Child Psychology, 100(4), 276–96. http://doi.org/10.1016/j.jecp.2008.03.004
Tao, Y., Oliver, M., & Venville, G. (2013). Chinese and Australian children’s understandings of the Earth: A cross cultural study of conceptual development. Cultural Studies of Science Education, 8(2), 253–283. http://doi.org/10.1007/s11422-012-9415-1
Trundle, K. C., & Saçkes, M. (2012). Science and early education. Handbook of Early Childhood Education, 240–258. Tu, T. (2006). Preschool Science Environment: What Is Available in a Preschool Classroom? Early Childhood Education Journal, 33(4), 245–251. http://doi.org/10.1007/s10643-005-0049-8
Valanides, N., Gritsi, F., Kampeza, M., & Ravanis, K. (2000). Changing Pre-school Children’s Conceptions of the Day/Night Cycle. International Journal of Early Years Education, 8(1), 27–39. http://doi.org/10.1080/096697600111725
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535–585. http://doi.org/10.1016/0010-0285(92)90018-W
Vosniadou, S., & Brewer, W. F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123–183. http://doi.org/10.1016/0364-0213(94)90022-1
Vosniadou, S., Skopeliti, I., & Ikospentaki, K. (2004). Modes of knowing and ways of reasoning in elementary astronomy. Cognitive Development, 19(2), 203–222. http://doi.org/10.1016/j.cogdev.2003.12.002
Wellman, H. M., & Gelman, S. A. (1998). Knowledge acquisition in foundational domains. Handbook of Child Psychology: Volume 2: Cognition, Perception, and Language.

There are 48 citations in total.

Details

Primary Language	Turkish
Subjects	Studies on Education
Journal Section	Educational Sciences and Sciences of Field Education
Authors	Sinem Güçhan Özgül 0000-0002-5702-2150 Berrin Akman Mesut Saçkes
Publication Date	April 23, 2018
Published in Issue	Year 2018Volume: 9 Issue: 1

Cite

APA	Güçhan Özgül, S., Akman, B., & Saçkes, M. (2018). Çocukların Dünya’nın Şekli ve Gece-Gündüz Kavramlarına Yönelik Zihinsel Modelleri. E-Uluslararası Eğitim Araştırmaları Dergisi, 9(1), 66-88. https://doi.org/10.19160/ijer.379293