Potential effects of an arts and science interdisciplinary intervention on kindergarten children’s construction of scientific concepts
Keywords:
Interdisciplinarity, sciences, arts, conceptual representation, preschool education, kindergartenAbstract
Early on in their development, children develop representations of different phenomena to explain the world around them, which are often inadequate or incomplete. Early educational intervention would promote the understanding of concepts through an understudied approach for preschoolers: interdisciplinarity. Our qualitative study explores the effects of an arts and science interdisciplinary intervention on the construction of scientific concepts of 17 children in kindergarten, particularly in relation to light and associated phenomena. Data were collected using drawings and semi-structured pre-and post-intervention interviews, consisting of four one-hour interdisciplinary activities. Results tend to show that the intervention effectively promotes the construction of scientific concepts in the majority of participants.
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