SCIENTIFIC CONCEPT FORMATION IN PRESCHOOL CHILDREN

Authors

  • Christianne Thatzana Ramos de Souza
  • José Moysés Alves

DOI:

https://doi.org/10.7322/jhgd.39598

Keywords:

concept development, zone of proximal development, child education.

Abstract

The study of scientific concept formation among pre-school children allows the investigation of concepts related to life experience, as well as tbe analysis of transformations in
their meanings. This study investigated the development of scientific concepts in 20 pre-schoolers (ages four and five), taking into account their real and potential leveis of development. Each child was assessed twice on the following concepts: animal and vegetable; vertebrate and invertebrate; mammals, birds and fishes, with each session being inserted between instruction periods. During ~e second assessment, correct concept grouping occurred more frequently, as
well as the use of abstract categories in naming and defining classes. Instructional activities that were carried out between ~e two assessments expanded the children’s zones of proximal
development, thereby fostering the evolution of these concepts.

Author Biographies

  • Christianne Thatzana Ramos de Souza
    Graduanda do Curso de Psicologia da Universidade Federal do Pará.
  • José Moysés Alves
    Professor Doutor do Departamento de Psicologia Exp^ffimenta^l da Universidade Federal do Pará.

References

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Oliveira MK. Vygotsky e o processo de formação de conceitos. In: La Taille Y, Oliveira MK, Dantas H. (Org.). Piaget, Vygotsky e Wallon: teorias psicogenéticas em discussão. São Paulo, Ed. Summus, 1992. p.23-34.

Panofsky CR, John-Steiner V, Blackwell RJ. O desenvolvimento do discurso e dos conceitos científicos. In: Moll LC. (Org.). Vygotsky e a educação: implicações pedagógicas da psicologia sócio-histórica. Porto Alegre, Ed. Artes Médicas, 1996. p.245-260.

Vygotsky LS. A formação social da mente. São Paulo, Ed. Martins Fontes, 1984.Vygotsky LS. Pensamento e linguagem. São Paulo, Ed. Martins Fontes, 1987.

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Published

2000-06-19

Issue

Vol. 10 No. 1 (2000)

Section

Original/Atualização

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