Early Childhood Development And Education Through Nature-Child Interactions: A Conceptual Paper
İbrahim H. Acar
pp. 1-10 | Manuscript Number: ijers.2013.006
Manuscript Views: 51 | Manuscript Download: 26
The present paper addresses following research questions:
RQ1: How does nature or nature-based activities help children’s cognitive development?
RQ2: How does nature or nature-based activities help children’s social and prosocial behavior development?
RQ3: How does nature or nature-based activities enhance children’s learning abilities?
To address these research questions, this paper will explore how nature helps young children’s cognitive, social, prosocial behavior development through primary and secondary existing literature sources (Fraenkel, Wallen, & Hyun, 2012). This paper will also touch on how teachers influence children’s learning objectives through guiding children’s learning activities during nature-based activities. The present paper tends to explore child development through peer-child and child-teacher interactions throughout nature-based activities through the lens of Vygotsky’s (1978) Socio-Cultural Theory.
Keywords: Nature and Child, Child Development, Early Childhood Education
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The Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts
Gülşen ÇAĞATAY & Gökhan DEMİRCİOĞLU
pp. 30-37 | Manuscript Number: ijers.2013.008
Manuscript Views: 119 | Manuscript Download: 685
The purpose of this study was to investigate effect of Jigsaw-1 Cooperative Learning technique on students’ understanding and alternative conceptions concerning basic organic chemistry concepts. The study was conducted with a total of 52 9th grade students in a high school in Trabzon. The study used quasi-experimental design (an experimental group and a control group). While experimental group students performed activities based on Jigsaw 1 technique, control group students were taught with traditional approach. The treatment lasted for three lesson hours in both groups. An Organic Chemistry Achievement Test involving 5 open-ended questions was used to collect data. The data obtained from pre- and post-tests of both groups was compared with the independent t-test. The post-test results showed that there was a significant difference between groups in favor of the experimental group. In other words, the experimental group students taught with Jigsaw I technique performed better in the post-test than the control group.
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