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Integrated Studies From K-7: Science Focus: EDUC 5508

Assignment 1: Childrens Views of Science (40%)

Sarah Anne Dandridge 20501616

Unit Coordinator: Christine Howitt

Tuesday, Apr 02 2013

Table of Contents
1: Introduction:................................................................................................................................ 3 1.1 Prior Knowledge ... 3 1.2 Science Topic: Sinking and Floating .4 1.3 Overview of Interview 4 2: Science Topic and Background Content ........................................................................ 5 2.1 Density ..... 5 2.2 Archimedes Principle . 6 2.3 Displacement .. 6 2.4 Buoyancy . 7 3: Childrens alternative conceptions on this science topic ..................................... 10 4: Interview process, results and interpretation ............................................................. 12 4.1 Selection of children ..12 4.2 Ethical issues ... 12 4.3 Interview process . 13 4.4 Results . 14 Activity One 14 Activity Two . 16 Activity Three .. 17 4.5 Interpretation .... 18 5: Comparison with the literature.......................................................................................... 21 7: Reflecting on the process ................................................................................................... 24 8a: References .............................................................................................................................. 28 8b: Appendices ............................................................................................................................. 29 8.1 Sam's Transcript ..30 8.2 Jack's Transcript...34 8.3 Sam's Interview 8.4 Jack's Interview 8.5 Permission slips ... 8.6 Other ..

5508: Assignment 1

1: Introduction:
Prior knowledge:

Prior knowledge is an understanding that stems from previous experiences obtained outside the classroom. Determining this knowledge in science is a necessity for many reasons. According to Strangman & Hall (2004) curriculum and instructional planning can only begin after the teacher has determined their students prior knowledge of a topic, without this comprehension of what the child already knows, the teacher is unable to plan and teach from a point of learning, whereby the students understanding has reached its limit. Roschelle (1995) states that neglecting to determine a students prior knowledge before planning can result in the student learning something divergent to the educators intentions. A teacher that has failed to obtain their students prior knowledge might plan an effective, time efficient lesson, but when executed the teacher finds he/she has planned for a class too advanced or below that of their students. This again highlights the importance of understanding a students prior knowledge.

When students obtain knowledge they create initial ideas and beliefs that allow them to help process the information they are receiving. These initial ideas and beliefs according to Roschelle (1995) are the students primary source of learning, with material presented within the classroom being their secondary source. Therefore being unaware of a students primary source of learning prohibits a teachers ability to make the secondary form of learning effective and meaningful.

Angelo & Cross (1993) have shown that students, who do not fix their conceptual misunderstandings, are unable to develop deeper conceptual understandings. Without obtaining information about their prior conceptual misunderstandings it is impossible to determine and therefore correct these misunderstandings.

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5508: Assignment 1 Marzano (2004) presented the idea that knowing a students prior knowledge is the strongest indicator for determining how well they will learn similar information. Marzano (2004) went further to explain that there is a strong correlation between prior knowledge and achievement. Therefore without having the knowledge of this correlation the teacher would be unable to gage not only the pace to teach the topic but also the predicted success of their students.

Sinking and Floating:

The science topic chosen was sinking and floating. This topic falls under Physical Sciences, with a childs initial exposure being around Year two. Sinking and floating covers many areas of Science and Mathematics. Why an object sinks or floats contains four main conceptual understandings, all of which are individually addressed across both the Primary and Secondary curriculums. In order to understand this topic a child needs to develop an understanding of not only the concepts of density, force and motion, but also how these concepts work together to allow an object to sink or float.

Interview:

This report required two researchers working together to interview two children. The children chosen for our research were two schools aged boys one in middle primary and the other in upper primary. The first interviewed was with a 9-year-old child called Jack (pseudonym). Jack is currently in Year 5 at a local government primary school. The second child interviewed was another boy named Sam (pseudonym). Sam is 13 years old and currently in Year 7 at a private all boys primary school.

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5508: Assignment 1

2: Science Topic and Background Content


Sinking and floating is a very complex science topic that incorporates both the learning areas of Science and Mathematics. In particular sinking and floating focuses on the Science sub strand of Physical Sciences and the Mathematical sub strand of Measurement and Geometry, specifically mass and volume. W ithin the Physical Sciences the main emphasis is on the properties of matter (density) in lower primary and force and motion (gravity, buoyancy and displacement) in middle and upper primary.

Density:

The concept of density is complex because it is not a direct measurement, but rather the expression of a relationship between two measurements. (Dawkins et.al., 2008) Density can be defined as the degree of compactness of a substance (Oxford Dictionary, 2010). This definition refers to the compactness of tiny partials known as molecules, which combine to make up an object. Objects that have molecules that are tightly packed together have a high degree of compactness, meaning that they are denser in comparison to objects that have wider spaced molecules. Figure 1 shows this relationship whereby the cotton wool and the modelling clay both weigh the same amount, yet there is a much larger quantity of cotton wool. This indicates that the cotton wool has a lower degree of molecule compactness compared to the modelling clay, making it therefore less dense.

Figure 1: relationship between quantity and density Density can be measured and compared using a variety of processes. Firstly it can be measured in relation to water. If an object contains less mass per unit of volume (i.e is less dense) in comparison to the water it is placed in, it will float. Measuring density in this manner is used in lower primary as it provides not only the perfect Sarah Dandridge 20501616 5

5508: Assignment 1 opportunity for the children to understand the properties of different objects but it also allows an opportunity for the children to start understanding the concept of density.

Density can also be mathematically calculated using the equation depicted in Figure 2. This equation explains that density is the relationship between weight and volume, with weight being calculated using a scale such as that depicted in Figure 1. Finding the volume of a regular shape can be done using common mathematical equations, however finding the volume of an irregular shape is solved using Archimedes principle.

Density =

Weight (g) Volume (cm3)

Figure 2: Mathematical equation of density

Archimedes principle: Archimedes principle states, the volume of the water displaced by the object is equivalent to the volume of the submerged object. (Cross & Bowden, 2009) Simply put it means that the amount of water that is pushed aside is the same amount as the volume of the object, making this principle of vital importance when determining the density of an object. Using this principle the volume is therefore determined by the knowledge that the amount of mL displaced is equal to the volume in cm 3.

Displacement:

In terms of the depth of knowledge a year 7 students will need to know, the definition of displacement is the amount of water that is pushed aside as a result of the object going into the water. This definition ties in with the definition of Archimedes principle, indicating that the volume of the water displaced (Cross & Bowden, 2009) is in fact the displacement. Knowing this will mean that the children understand that this displaced amount is equal to the objects volume (Archimedes principle).

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5508: Assignment 1 Displacement can be demonstrated through the placement of an object into water. Figure 3a shows that the wood is the cause for the water level to rise. This is because the wood has added its own molecules to the waters molecules, meaning that there are now more molecules within the container. Figure 3b shows that as soon as the extra molecules are added the old molecules have to move into new available open space, which in this case is higher up in the container creating an appearance of the water level rising.

Rise in water level is a result of displacement

Figure 3A: Displacement:

Figure 3B: Displacement:

Buoyancy:

Buoyancy or upthrust force is a force that is exerted by a liquid and acts on an object that is immersed in a fluid. (Pentland & Stoyles, 2003). Buoyancy acts as a push force against gravity (Figure 4). As depicted in Figure 4, if the buoyant force acting on the object is equal to, or grater than the gravitational force acting on the object, the object will float. Likewise if the buoyant force on the object is less than the gravitational force apposing it, the object will sink.

Archimedes principle also stated that buoyancy is a force equal to the weight of the water that is displaced (Cross & Bowden, 2009). Thus the buoyant force, acting on an object, can be strengthened or weakened depending on the amount of displaced

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5508: Assignment 1 water. In other words the more water that is displaced, as a result of an object being immersed into water, the higher the buoyancy force is.

Weight/gravitational force

Buoyancy Figure 4: Forces; Buoyancy and weight

Sinking and Floating:

When determining if an object will sink or float, concepts such as those mentioned above need to be understood individually and then as a joint unit. This is because all these concepts work together to create a holistic understanding behind the topic of sinking and floating. Figure 5 aims to show this holistic view. As a result of Archimedes principle displacement is the main concept that affects all the other concepts involved with sinking and floating. Figure 5 shows that the force known as buoyancy acts to appose the gravitational force with a push type of force. According to Archimedes principle, this buoyant force can be measured by measuring the displaced water, as these two are equal. Figure 5 also shows that the buoyancy force can be strengthened by increasing the amount of water that is displaced by the object, meaning that by increasing the weight to surface area ratio the displacement amount will increase, thus according to Archimedes principle so will the buoyancy force acting to oppose the objects gravitational force. Figure 5 also aims to show the relationship between the water level rising and the density of an object. The water level rising is an indication that displacement has occurred as a result of an object being immersed into the water (See displacement section above). According to Archimedes principle the displaced amount of water is equal to the volume of the object that is placed into that water. This therefore allows

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5508: Assignment 1 density to be mathematically calculated, as density is equal to the objects weight divided by the volume of the object (the displaced water). Lastly figure 5 aims to shows that if an objects gravitational force is less than or equal to the buoyant force the object will float.

Gravitational force/weight of the object creates a force, which acts against the buoyancy force

Original Water Line

Water level has risen; indication that displacement has occurred

Buoyancy force is equal to the displaced water Force known as Buoyancy, creates an upward force against the gradational force Water is displaced to accommodate the object. The amount of water that is displaced is dependent upon the density of the object

If the gravitational force is equal or less than the buoyancy then the object will float.

Figure 5: Why an object sinks or floats: self made, derived from Primary connections:

http://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htm

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5508: Assignment 1

3: Childrens alternative conceptions on this science topic


Due to the nature of this concept there are numerous alternative conceptions that are linked to it. Most of these alternative conceptions arise from a lack of understanding about sinking and floating. In particular there are eight main alternative conceptions that childrens often associate with this topic.

Big or heavy objects sink while small or light objects float (Deakin University, 2013). This alternative conception arises from the prior knowledge of boulders and bowling balls. Using the thought process behind this alternative conception childrens believe that joining two floating objects will increase the weight and height, which will make the object heavier and bigger, thus now causing the object to sink (Yin et.al.,2008).

Hollow objects or objects with air in them float (English et.al., 2010). This alternative conception arises from the knowledge of the property of air in balloons, bouncy balls and netballs. This alternative conception shows that childrens are starting to think about the properties and density of an object, however it also shows a lack of understanding of the relationship between mass and volume. Children that encompass this alternative conception will believe that a ball that contains air in it will always float regardless of the density (Yin et.al., 2008).

Objects with holes sink. (Yin et.al., 2008).This alternative conception comes from the lack of understanding about buoyancy and density. A childs main justification behind this alternative conception is based heavily on the childs prior knowledge of boats like the Titanic (Yin et.al., 2008).

Flat objects float (Yin et.al.,2008). This alternative conception arises from prior knowledge of surfboards and rafts, which are able to float on top of the water because they are flat and buoyant. Childrens that possess this alternative conception believe that two objects that are identical except for their height will have very different effects within the water, i.e. the object that is flatter will float whilst the other object will sink (Yin et.al.,2008).

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5508: Assignment 1 The sharp edge of an object makes it sink (Yin et.al.,2008). This alternative conception is derived from the understanding that most other objects that possess a sharp edge are easier to push into other solids like snow, soil and sand, thus they apply this knowledge to sharp edged objects and water.

Vertical objects sink while horizontal objects float (Yin et.al.,2008). This alternative conception is formed from the prior knowledge of a humans ability to float when they lie horizontally on the water. Childrens believe that this phenomenon occurs due to the weight to surface area ratio. (English et.al., 2010). This ratio refers to the waters ability to now push the person up using more contact points as depicted in Figure 6, compared to a body entering the water vertically which has only one contact point.

Figure 6: Alternative conception: vertical objects have a bigger surface area

Hard objects sink while soft objects float (English et.al., 2010). Prior experiences with objects such as rocks and feathers will aid in the formation of this alternative conception. Childrens with this alternative conception are unaware of the effect that density has on the object.

A large amount of water makes an object that would normally sink now float (State of Victoria, 2007). Prior knowledge of ships that are extremely large, yet somehow float in the sea aids the childs justifications behind this alternative conception. Childrens that believe this alternative conception are often unable to explain why some objects are still able to sink despite being surrounded by a large amount of water (Yin et.al.,2008).

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5508: Assignment 1

4: Interview process, results and interpretation


Selection of children: When comparing boys and girls there are several environmental differences in terms of their learning speed, thought processes and interests (Else-Quest et.al., 2010). Based in this prior knowledge it was decided that selecting only one gender would reduce these differences. Choosing the male gender was due to the conclusion that boys were more interested in boats, cars and trains (Shallit, 1932), making it more likely for boys to have had numerous prior exposures to the concept of sinking and floating.

There were two main factors that influenced the choice of using middle to upper primary students for the interviews. Firstly it was assumed that the childrens would have a deeper understanding to draw from. This is because the childrens have not only had longer to form their own experiences, but they should have also had numerous exposures to concepts involved with sinking and floating within the classroom. Lastly the older childrens have developed a more sophisticated inquiry based thought process.

Selecting one private school child and a public school child allowed the researchers to see the comparison between the educational backgrounds. It was decided that having this additional comparison could help deepen the understandings behind a childs alternative conceptions.

Ethical issues: There are many ethical issues involved with working with children mainly because of the difference in power between the interviewer and the child (Einarsdttir, 2007). Some of these ethical issues have been outlined below.

In ensuring that the research is meeting ethical standards it is of vital importance that the purpose of the activity is clearly defined and explained to both the child and the guardians of the child (Harcourt & Conroy, 2005). The guardian of the child will receive both a verbal and written information sheet informing them of the purpose of the research. This information sheet is in the form of a letter to the parent/guardian, Sarah Dandridge 20501616 12

5508: Assignment 1 which will also contain information regarding the process for the collection of data, the use for the data gathered and how the researcher and their child will interact. The guardian will also receive a consent form to sign, which will then allow the researcher to address the child. The child will receive the same information through the guardian, the researcher and an information sheet. Lastly upon arrival the child will receive further information in regards to the purpose of the study, ensuring complete comprehension.

When working with children it is essential that they understand their rights when participating in a study (Einarsdttir, 2007). To ensure that the child understands and receives empowerment in this situation, the child will have to sign (or mark) a consent form stating that he/she is happy to participate. The child will also receive verbal information, prior to signing the consent form, stating that they have the right to forgo the interview and/or any questions should they feel the need.

The last main ethical issue when working with any participant is their identity protection (Einarsdttir, 2007). To ensure that this ethical issue is satisfied all data gathered and used in the research will contain pseudonyms. No photographs or videos will be taken during the interview process and only a transcript of the voice recording will be attached to this research paper, ensuing that the children will never be identifiable from this research paper.

Interview process: The interview process consisted of three main sections all targeting different areas of this topic. This first section aimed to look at the ideologies surrounding sinking and floating. These ideologies were addressed through questions as they are the most effective method for allowing children to express their understandings and thoughts on a specific topic (Wragg & Brown, 2001). Within this activity the children were also required to draw on their understanding of the processes and forces involved with sinking and floating. A drawing was chosen because a child stores information within their brains long-term memory as images, therefore this method allowed the children to depict exactly what they understood from their memory (Woolfolk & Margetts, 2010).

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5508: Assignment 1 Activity two aimed to target the childrens knowledge about density and the effect water has on different material types. This activity also required the children to use their skills of predicting and testing. Prior to testing, the children had to explain why they thought an object would sink or float. After the testing the children had to explore why some of their predictions were incorrect. Finally the children had to look at all the objects that were similar and determine any common properties that they thought might affect the objects ability to sink or float. According to Rinkevich (2011) the use of tactile objects enhances the childrens engagement and concentration. Rinkevich (2011) went on further to explain that tactile teaching also accommodates for the childrens that are primarily kinesthetic learners. It was therefore due to these reasons that this teaching approach was used for activity two.

Activity three focused on the common alternative conceptions that are involved with sinking and floating. The children were verbally articulated a situation in which they had to decide if the object would sink or float and why. To help aid the children, they received an image depicting the verbal scenario. This was done for a few reasons. Having the scenario verbally spoken not only provided for the visual learners, but it also kept the children focused as they were being spoken to directly. This method also provided the researcher with the opportunity to further interact with the child. The visual images given to the children, at the same time that the scenario was read, not only help clarify and personalise the scenario (Fellowes & Oakley, 2010), but it also was used to be a trigger for the childrens memory. (Woolfolk & Margetts, 2010)

Results: The qualitative findings from testing the two childrens conceptual understandings of sinking and floating are presented in three sections. The first section presents the childrens ideologies of floating. The second section presents childrens responses and justifications relating to classifying objects. The third section presents a diagnostic assessment of common alternative conceptions.

Activity One: In answering the question What is floating? Sam defined it as When you place an object on a liquid and it doesnt sink to the bottom. Jack defined floating as [an object] that cant go up and cant go down. W hen the two childrens were asked to

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5508: Assignment 1 draw a picture to show something that floats both childrens drew an object sitting on top of the water (figure 7).

Sam

Jack

Childrens Drawings

Figure 7: Childrens drawing of an object floating In answering the question what causes an object to float? Sam responded by saying that the [object will float when the] density of the object is less than the water or the liquid he then went on further to explain that the weight will also affect an object from floating or sinking. Jack responded by explaining, Floating is when the water is pushing you up and gravity is pushing you down. When asked about changing an object from a sinker to a floater Sams response was to make the surface area bigger, while Jacks response follows: Can we change an object from something that sinks to something that floats? Jack: Yes, so if you had clay and put it into a little ball it would fall down [into the water], but if you make [the] clay like a boat thing then it will float.

Researcher:

Jack was then asked to draw what makes an object sink, with his drawing depicted in Figure 8 below.

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5508: Assignment 1

Figure 8: Jacks drawing depicting an object that sinks

Activity Two: Sam and Jack predicted that items 1,2,6 in Figure 2 would float, while items 4,7 and 9 in Figure 2 would sink. Jack predicted that items 3, 5 10 would sink while Sam predicted they would float. Sam predicted that item 8 in Figure 2, the CD, would sink, while Jack believed that it would float.

When asked why items 1,2,3,5,6 in Figure 2 all floated Sam responded by mentioning the objects either had air in them, a large surface area or was not compressed. Jack responded by saying that the force going up is making the objects float. He then went on to explain that the shape of the object could also make the object float. Object 1:Leaf Child Sam Jack Sam Jack Sam Jack Sam Jack Sam Jack Sam Jack Sam Jack Prediction Float Float Float Float Float Sink Sink Sink Float Sink Float Float Sink Sink Actual Float

2:Pencil

Float

3:Apple

Float

4: Paperclip

Sink

5: Rubber Band

Float

6: Rubber Ducky

Float

7: Penny

Sink

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5508: Assignment 1 Sam Jack Sam Jack Sam Jack Sink float Sink Sink Float Sink

8: CD

Sink horizontal

9: Button 10: Plastic Name Badge

Sink Sink only horizontal it floats

Figure 9: predictions made by childs regarding if an object would sink or float

When asked why objects 4,7,9 sunk, Sam responded by saying that the surface area is very small and that the objects were all very compressed. Jack on the other hand stated that they sunk because they had no air in them.

When asked why object 8 and 10 from Figure 2 sunk when they were placed in vertically but floated when placed in horizontally both Sam and Jack thought it was due to the surface area of these objects.

Activity Three: Sam answered seven of the ten questions correct, while Jack only answered three of the ten questions correctly. Question one, question three and question five, of the alternative conceptions questionnaire, were answered correctly by both Sam and Jack. Jack and Sam both believed that the objects in question one would float because of the trapped air between the two Lego blocks. Sam added that the surface area was another plausible reason why. For question three, Jack believed that air was still trapped within the object causing the object to float, while Sam believed that it was to do with the surface area. For question five Jack said it would float without giving a reason, while Sam stated that again it was due to the surface area, but he was unable to explain any further than that.

Sam answered question two, question seven, question eight and question ten of the alternative conceptions questions correctly, while Jack didnt. Sams reasoning behind question two was surface area; while in question seven Sam stated that the only factor that was changing was the material of the ball therefore it wasnt enough to affect the objects ability to float. Sams response to question eight was the weight of the object creates the object to sink. Sarah Dandridge 20501616 17

5508: Assignment 1

Both Sam and Jack answered questions four, question six and question nine incorrectly. Sam and Jack both stated that the object in question six would float because of the bigger surface area, while Jack stated that for question nine there was now enough force from the water to allow the object to float, with Sam agreeing but without the use of the word force.

Interpretation: The analysis of the interviews revealed very similar results between the two children. There were no statistically significant differences as the sample size was too small and the collection of data was not standardised between the two childrens, however the quantitative findings indicated that the childrens selected were fairly similar in regards to their knowledge of the science topic of sinking and floating. Both Sam and Jack demonstrated an understanding of at least one force involved with sinking and floating.

It can be interpreted that Sam as started to acquire a general understanding of sinking and floating. Sams definition (see transcript activity one) shows an understanding that an object floats if it is suspended within a body of liquid, yet his drawing (Figure 7) contradicts this ideology as it depicts an object only floats if it sits on top of the water, signifying that his ideologies relating to sinking and floating are not defiant and comprehensive.

It can be interpreted that Sam has acquired an understanding of density as a main factor that contributes to an objects ability to float. Sams description from activity one (see transcript activity one), his answers from activity two (see Figure 9) and his answer to question 10 of activity three (see transcript activity three) are all good indicators that he has developed a basic understanding of density. It can be interpreted from these answers that Sam has developed the initial idea that an objects properties will affect the weight of the object, thus affect its density. Although Sam only mentions the word density once (see transcript activity one) he has alluded that density has something to do with the amount of compactness and the surface area of the object. This interpretation has been formed as a result of his answers throughout activity one and two.

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5508: Assignment 1 It can be interpreted that Sam believes that objects that contain air have the ability to float because air will decrease the weight of the object. This interpretation has been formed from not only his responses to activity two (see transcript activity two) but also from activity three; question one (see transcript activity three). An example from activity two, whereby his response to what do all the object that floated have in common? was they all have a lot of air in them which shows that air is a property that he deems will affect the density of the object.

It can also be inferred that Sam has developed an alternative conception relating to surface area. Sam used surface area, as the main factor for affecting an objects ability to float, throughout all three activities. It can be inferred that in activity one (see transcript from activity one) Sam refers to surface area as a way of explaining displacement. In activity two Sam explains that a CD is able to float when placed flat onto the surface of the water because the surface area is much bigger so the weight is distributed more. This shows that Sam is again using surface area to explain buoyancy and displacement. In activity three Sam refers to surface area in six of the ten questions, which again supports the interpretation that he has developed this alternative conception involving surface area.

Generally speaking it can be inferred that Jack has begun to develop an understanding of sinking and floating. Although his description (see transcript for activity one) and his diagram of the forces involved (Figure 7) are very accurate, Jacks image (Figure 8) relating to an object that is sinking suggests that he still lacks a holistic view of sinking and floating. It can also be inferred that Jack thinks air, weight, buoyancy and surface area are the main factors that contribute to an objects ability to float (see transcripts)

Although Jack never used the word buoyancy it can be interpreted that he has formed a moderately comprehensive understanding of this concept. Jacks understanding of buoyancy relates not only to the waters force (buoyancy) that acts against the object (see Figure 7), but also to the gravitational force that acts as a push force against buoyancy. (See transcript and Figure 7). Jacks answer to question seven activity three, aimed to use buoyancy as the reasoning behind his answer, again inferring that he is trying to apply and use his beginning ideologies of

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5508: Assignment 1 buoyancy. Throughout activity two Jack began to illustrate the understanding that changing the displacement will affect the buoyancy of the object.

It can be interpreted that Jack is also beginning to develop an understanding of density. Although throughout the interview his answers were erratic and illogical the results still indicate that Jack posses a mixture of some initial alternative conceptions and conceptual understandings relating to density. It can be assumed that Jack thinks air is the main concept that affects an objects density. This alternative conception is evident through question one, two and three of activity three (see transcript for activity three) as his answers were all justified by referring to the amount of air present in the objects.

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5508: Assignment 1

5: Comparison with the literature


Comparing the results it is evident that both Sam and Jack possessed some alternative conceptions. Sam presented less alternative conceptions in comparison to Jack, whom showed some evidence for having five of the possible eight alternative conceptions describe in section three above. When comparing Sams and Jacks results to the alternative conceptions presented in section three it is evident that both Sams and Jacks ideologies are coherent with the misconception that vertical objects sink while horizontal object float. English et.al., (2010) presented that a child whom had this common alternative conception would believe that the reason for this phenomena was due to surface area. Sam and Jack had this exact ideology. Jacks diagrams (Figure 7 and 8) also depicted exactly what Yin et.al., (2008) said about a child using their prior knowledge of a humans body position within water.

Sam and Jack also presented a similar alternative conception to English et.al (2010) conception which states that any object that contains air will float. Sam and Jack both referred to air when trying to account of the concept of density. The results above show how both Sams and Jacks ideologies encounter the idea that a ball that contains air will always float regardless of the density, which was also presented by Yin et.al, (2008) in section three above.

The results from the results section when combined with the knowledge of alternative conceptions from section three show a positive link between both Sams and Jacks alternative conceptions and the misconception that the amount of water present within the container will affect an objects ability to float (State of Victoria, 2007). Both children referred to boats which is coherent to the misconception ideologies presented by Yin et.al, (2008).

Lastly Jack showed inconclusive evidence that his ideologies included the misconceptions; big objects sink, hard objects sink and flat objects float. The results may indicate that Jack presented these misconceptions however not enough evidence was collect to make it conclusive. Sarah Dandridge 20501616 21

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6: Rationale for teaching to these alternative conceptions


A constructivist approach states that learning is an active contextualised process of constructing knowledge rather than simply acquiring it (Woolfolk & Margetts, 2010). A constructivist teaching approach is the most general sense means encouraging children to use active techniques to create more knowledge, followed by a reflection about how this new understanding has changed their previous understandings. Within science a constructivist approach is highly recommended as the curriculum accommodates and encourages this freedom to construct new knowledge based on their already existing knowledge. There are many strategies that fall under the constructivist teaching approach, some are outlined below.

The Predict, Observe, Explain approach was developed by White and Gunstone in 1992, whereby it was designed to uncover individual childrens predictions and their reasonings for these predictions. This approach is invaluable for its ability to develop metacognitive skills, which are developed through the child reflecting on why their predictions were correct or incorrect (Cameron, 2010). The Predict, Observe, Explain approach can be used for finding out a childs initial ideas, for generating discussions, for motivating children, for generating investigations and for providing the teacher with information about a childs thought processes (Joyce, 2006). This approach aims to allow the teacher to design learning activities and strategies that start from the childs viewpoint rather than that of the teachers. The first stage of the Predict, Observe, Explain approach is the Predict. Within this stage the children are required to either draw or write a prediction, followed by drawing or writing an explanation for their prediction. This stage is of particular importance as it is assumed that it will help the child to carefully observe in stage two (Kearney, 2002). This stage is also particularly important for the development and practice of articulating an explanation (Kearney, 2002). Stage two is the Observe phase whereby the child will observe the phenomena they are trying to test. Within this stage the children are again required to draw/write and explanation for what they are observing. In the last stage Explain children are required to right a sentence/draw any comparisons they can make between their predictions and their observations, followed by a drawing/sentence describing what they have learnt. For example a child that has the common alternative conception that all objects that Sarah Dandridge 20501616 22

5508: Assignment 1 contain air float could use this strategy to discover that objects like submarine will do not always float. This method allows the children to self discover their incorrect conceptions and correct them accordingly.

Another semi-constructivist teaching strategy is the implicit teaching (responsiveness teaching) and explicit instructional approach. This approach aims to combine the constructivist approach of responsive teaching with explicit instructions (Hong & Diamond, 2012). The idea behind this combination of teaching strategies is to extend the teaching from solely a constructivist perspective. The explicit instructional approach aims to draw the childrens attention towards specific learning areas within a highly structured instructional environment. The Implicit teaching involves the teacher presenting information to the children, whom then make their own conclusion. Using the responsiveness teaching and explicit instructional approach allows the teacher to structure and introduce concepts, while also providing that freedom for self-exploration.

This approach aims to involve a combination between explicitly introducing concepts, directly asking open ended questions and the responsive teaching strategies of modeling, imitating, describing what children are doing and saying, and providing materials in an environment that challenges childrens thinking (Hong & Diamond, 2012). This strategy is of particular importance when trying to overcome alternative conceptions associated with sinking and floating. Using the example of Jack whom possessed the alternative conception that an object placed into the water vertically will sink while objects placed into the water horizontally will float, the explicit part would be used to help guide Jacks discovery that not all objects fit this rule. Objects like pencils and any other wood based objects are likely to not fit this rule. Having the explicit instruction and questioning guiding Jack to explore wood would be the explicit instructional part. Allowing Jack to explore and try various objects all made of wood would be the responsive teaching. Seeing this example it shows how important having that structure is in order to guide the children, while the freedom to self discover allows them to realise that their ideologies need to be altered to accommodate for this new discovery.

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5508: Assignment 1

7: Reflecting on the process


Reporting: The assignment Childrens Views of Science created by Christine Howitt focused on determining two primary school childrens conceptual understandings concerning sinking and floating. In particular this assignment aimed to develop not only our research skills, report writing and content knowledge of a topic, but also provided an opportunity for pre service teachers to understand how conceptual understandings can be addressed and shaped into a deeper richer understanding.

Responding: This assignment provided me with some interesting insights into the widespread variations of alternative conceptions that children formulate from their prior knowledge. I found I was drawn to this area of the assignment, which created a sense of curiosity and eagerness to explore the reasons for this widely spread development of prior knowledge alternative conceptions. I feel that this topic triggers my need to want to discover the factors that could negatively affect a childs prior knowledge, in other words I would like to discover why some children develop deep conceptual understandings of topic whilst other children develop alternative conceptions.

Relating: According to Jeynes (2005) higher achievement levels are associated with higher levels of parental involvement within the school, the classroom and their childrens individual work. When reading Jeynes (2005) in conjunction with Marzano (2004) it highlights a suggested idea that a child who has developed prior knowledge as a result of high parental involvement should achieve higher academic success within the school. Schulz (2005) added that the parents who are most likely to be able to spend this much time needed with their children are those whom have a higher socio-economic status. Having this higher socio-economic status will also mean that the parents are more likely to spend more money on their childrens home resources, again suggesting that their prior knowledge should be more extensive and accurate as a result. (Schulz, 2005) Lastly Schulz (2005) showed that parents who have the ability to spend extensive amounts of time and money with their children are also Sarah Dandridge 20501616 24

5508: Assignment 1 most likely to provide a more stimulating home environment which will promote cognitive development. Children that are bilingual have an enhanced understanding of the structure and properties of words (Poulin-Dubois et.al. 2011). This could dramatically affect the acquisition of the childs obtainment of prior knowledge because having the benefit of knowing the literal translations between two languages would mean that the child is able to apply these literal translations to their understandings. Tao et.al. (2011) Showed this to be true as they suggested that the literal meanings of the Chinese technical terms helped identify and describe the conceptual understands that were being tested. Children that attend a private school over a public school are more likely to have developed better understandings and grades as a result of resources and teachers. (Schulz, 2005) This suggests that children who attend private schools are more likely to have developed a deeper conceptual understanding and fewer alternative conceptions related to a specific topic.

Reconstruction: Being able to understand why prior knowledge varies so radically will inevitably help a teacher plan and accommodate for these individual differences in understandings. Acknowledging the ideologies presented by Tao et.al. (2011), Jeynes (2005) Marzano (2004) and Schulz (2005) have really clarified these underlying factors that affect the development of prior knowledge in topics like sinking and floating. This in turn has help clarify some techniques and strategies that I could implement within the classroom which might help the children to develop more sound conceptual understandings. Knowing this new information would satisfy the requirements in the National Professional Standards for Teachers, section one and three, more specifically 1.3 and 3.7. As a potential teacher I feel that without understanding what affects a childs prior knowledge, in terms of its accuracy, it would be impossible to help guide and provide experiences for those children that are more likely to develop misunderstandings as a result of their prior knowledge development being formed from a specific background.

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8: References
AITSL (2012) National Professional Standards for Teachers. Retrieved from: http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers Angelo, T. and Cross, P. (1993). How can you quickly determine your students prior knowledge on a topic? Iowa State University Center For Excellence in Teaching and Learning Cameron, C. (2010). Hammer and Feater; POE. Retrieved 1 April 2013, from http://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.ht ml Cross, Alan, & Bowden, Adrian. (2009). Essential Primary Science : A Toolkit Retrieved from http://UWA.eblib.com.au/patron/FullRecord.aspx?p=480602 Dawkins, Karen R., Dickerson, Daniel L., McKinney, Sueanne E., & Butler, Susan. (2008). Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices. Clearing House, 82(1), 21-26. Deakin University. (2013). Ideas for teaching science: Years P-8 Floating and Sinking. Retrieved 7 March, 2013, from http://www.deakin.edu.au/arts-ed/education/scienviro-ed/early-years/floating.php Einarsdttir, J. (2007). Research with children: methodological and ethical challenges. European Early Childhood Education Research Journal, 15 (2), 197-211. doi: 10.1080/13502930701321477 Else-Quest, N, Hyde, J , & Linn, M. (2010). Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis. Psychological Bulletin, 136(1), 103-127. English, J, Davies, M, & Green, R. (2010). Floating and Sinking Rich Task. Retrieved 7 March 2013, from http://learnonline.canberra.edu.au/portfolio/view/view.php?id=750 Fellowes, J, & Oakley, G. (2010). Language, Literacy and Early Childhood Education South Melbourne, Vic: Oxford University Press Harcourt, D, & Conroy, H. (2005). Informed assent: ethics and processes when researching with young children. Early Child Development and Care, 175(6), 567-577. doi: 10.1080/03004430500131353 Hong, Soo-Young, & Diamond, Karen E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295-305. doi: http://dx.doi.org/10.1016/j.ecresq.2011.09.006

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5508: Assignment 1 Jeynes, W. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. . Urban Education, 40, 237-269. Joyce, C. (2006). PREDICT, OBSERVE, EXPLAIN (POE). Retrieved 1 April, 2013, from http://arb.nzcer.org.nz/strategies/poe.php Kearney, M. (2002). Description of Predict-observe-explain strategy supported by the use of multimedia. Retrieved November 5, 2009, from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.html Marzano, R. (2004). Building Background Knowledge For Academic Achievement. Australia Oxford Dictionaries. "Density". Oxford Dictionaries. April 2010: Oxford University Press. Oxford Dictionaries. "Float". Oxford Dictionaries. April 2010: Oxford University Press. Pentland, P, & Stoyles, P. (2003). Toy and Game Science. Broomall, PA: Chelsea House Publishers Poulin-Dubois, D, Blaye, A, Coutya, J, & Bialystok, E. (2011). The effects of bilingualism on toddlers executive functioning. Journal of Experimental Child Psychology, 108(3), 567-579. doi: http://dx.doi.org/10.1016/j.jecp.2010.10.009 Rinkevich, J. (2011). Creative Teaching: Why it Matters and Where to Begin. Clearing House, 84(5), 219-223. doi: 10.1080/00098655.2011.575416 Roschelle, J. (1995). Learning In Interactive Environments: Prior Knowledge and New Experience. Schulz, W. (2005) "Measuring the socio-economic background of students and its effect on achievement in PISA 2000 and PISA 2003." Annual Meetings of the American Educational Research Association (AERA). San Francisco. Retrieved 26 March, 2013 from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E RICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0= no&accno=ED493510 Shallit, R. (1932). The Dramatic Play of Ten Nursery School Children. Child Development, 3(4), 359-362. doi: 10.2307/1125362 State of Victoria (Department of Education and Early Childhood Development), (2007,12/09/2012). Floating and Sinking. Retrieved 7 March, 2013, from http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/scienc e/continuum/pages/floatsink.aspx Strangman, N, & Hall, T. (2004, 11/3/09). Background Knowledge. Retrieved 18 March, 2013, from Sarah Dandridge 20501616 27

5508: Assignment 1 http://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowle dge Tao, Y, Oliver, M, & Venville, G. (2011). A cross-cultural study of primary children's understandings of the Earth Paper presented at the European Science Education Research Association (ESERA) biannual conference, Lyon France. Woolfolk, A. & Margetts, K. (2010) Educational Psychology. 2nd Edition. Frenchs Forest NSW: Pearson Australia Wragg, E, & Brown, G. (2001). Questioning in the Primary School Retrieved from http://UWA.eblib.com.au/patron/FullRecord.aspx?p=166270 Yin, Yue, Tomita, Miki K., & Shavelson, Richard J. (2008). Diagnosing and Dealing with Student Alternative conceptions: FLOATING and SINKING. Science Scope, 31(8), 34-39.

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5508: Assignment 1

Appendices
Interview With Child 1: Year 7, Sam ACTIVITY ONE: INTERVIEWER: Do you know what floating is? SAM: When you place an object on a liquid and it doesnt sink to the bottom INTERVIEWER: Do you know what causes things to float? SAM: When the density of the object is less than the water or the liquid INTERVIEWER: Can you draw that for us please? SAM: (Nods) INTERVIEWER: Awesomenow what makes it keep up? Is it density? SAM: Yes INTERVIEWER: Is there anything else that makes it stay afloat? SAM: How much it weighs INTERVIEWER: So weight alsoand then do you know how we can make something from a sinker to a floater or a floater to a sinker? SAM: No INTERVIEWER: No? So you have never seen the activity where there is a plasticine ball SAM: Oh yeahit floats when you make the surface area bigger INTERVIEWER: Perfectcan we keep this drawing? SAM: (Nods) Its not a masterpiece ACTIVITY TWO: INTERVIEWER: OK second taskcan you please predict whether these items will float or sink. They are labeled 1 through 10; just write the numbers in the float area or the sink area SAM: OK INTERVIEWER: Great now we are going to test your predictionshere are the items and your bucket of water SAM: Just put them in? INTERVIEWER: Yep and write down whether they float or sink SAM: Leaf floats; pencil floats; apple floats; paper clip floats; rubber band floats; rubber duck floats; coin sinks; which way do you put the CD in? INTERVIEWER: Try it vertically and horizontally SAM: OK vertically it sinks and horizontally it floats INTERVIEWER: Greatkeep going SAM: Button sinks; name badge floats INTERVIEWER: And if you put it in the other way? SAM: It sinks

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5508: Assignment 1 INTERVIEWER: Can you give us an explanation as to why the CD and name badge floated when horizontal but sunk when vertical? SAM: Because when you put it in upright, the surface area is a lot smaller that is touching the water. When you put it in flat the surface area is much bigger so its weight is distributed more INTERVIEWER: OK when the surface area is more distributed is there something keeping it up? SAM: Im not surethe viscosity of the water maybe INTERVIEWER: OK so there is something keeping it there but you are not quite sure what? SAM: Yeah INTERVIEWER: OK so lets have a look at all of the ones that are floaterswhat properties do they all have in common? SAM: (Hesitates) INTERVIEWER: Look at weight, size, shape, materials, etc. what do they all have in common? SAM: I dont know. Maybe all of them apart from the rubber band have air in them INTERVIEWER: Yeahand weight? Are they all light? SAM: Yeah but the apple is pretty heavy compared to the rest INTERVIEWER: OKso with the sinkers, what do you think a common property could be? So again - weight, size, shape, materials, etc. SAM: Surface area is really small INTERVIEWER: What abouthaving holes in themdoes that affect it? SAM: No because the penny still sunk INTERVIEWER: What are they all made of? SAM: Metal and plastic and they both sunk INTERVIEWER: And do you know how they are made? Have they been made very compact? SAM: Yes they have been compressed INTERVIEWER: OK so lets have a look at the floaters again SAM: They havent been compressed and they have a lot of air in them INTERVIEWER: Greatso our final activity SAM: Cool ACTIVITY THREE: INTERVIEWER: (Reads question 1) SAM: They will float INTERVIEWER: Why? SAM: They still have a pretty big surface area and there will be air trapped in there INTERVIEWER: Good answer. (reads question 2) SAM: Is that ball B? INTERVIEWER: Yes SAM: It will sink INTERVIEWER: Why?

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5508: Assignment 1 SAM: Because its basically like a CD just curved the water will still get in there and bring it down INTERVIEWER: OK (reads question 3) SAM: Float INTERVIEWER: Why? SAM: Because the surface area on the bottom of the rectangle is still bigger than the surface area of the hole INTERVIEWER: So you dont think having a hole in it will cause it to sink? SAM: No I dont INTERVIEWER: OK (reads question 4) SAM: I reckon it will float INTERVIEWER: Why? SAM: Because its surface area to weight ratio its surface area is much bigger than its weight. Its the same size Im guessing but its weight is bigger INTERVIEWER: Yeah the mass is bigger SAM: Yeah right INTERVIEWER: (Reads question 5) SAM: I dont know INTERVIEWER: You dont know? Take a wild guess SAM: I reckon it willsink? INTERVIEWER: Sink? SAM: No noit will float INTERVIEWER: You think it will float? Why? SAM: Because the surface area at the top. I just think it will float (laughs) INTERVIEWER: OK no problem (reads question 6) SAM: I reckon it will float like the CD because it has a bigger surface area INTERVIEWER: (Reads question 7) SAM: (Pauses) INTERVIEWER: (Reads question again) SAM: It will still float INTERVIEWER: Why is that? SAM: Because it has the same volume and the same mass the only difference will be the squishiness what its made of INTERVIEWER: (Reads question 8) SAM: It will still sinkbecause you are adding a bit more weight. The foam isnt touching the water INTERVIEWER: (Reads question 9) SAM: I think it will float INTERVIEWER: Whys that?

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5508: Assignment 1 SAM: Because there is more water it will be harder to bring it to the bottom. Like if you are trying to bring a balloon to the bottom it is harder in more water INTERVIEWER: You mean it is harder to bring a balloon to the bottom of a pool than the bottom of a bucket? SAM: Yeah INTERVIEWER: OK last question (reads question 10) SAM: I think it will sink to the bottom of the cooking oil but stay around where the cooking oil and water meet maybe INTERVIEWER: So it will sink through the cooking oil? SAM: Yeah sink in the oil INTERVIEWER: OK good answer. So I have one more question for you from everything we have just done there today, do you want to change your definition of what is floating? SAM: What did I say before? INTERVIEWER: (Reads definition) SAM: Yes I will change it to: if an object has a bigger surface area and you place it on a liquid, it will float more than if it has a smaller surface area INTERVIEWER: And do you want to change your statement about what keeps an object on top of the water? SAM: Ive forgotten what I said now INTERVIEWER: (Reads answer) SAM: If we change the volume and or surface area and the amount of water you are trying to sink it in INTERVIEWER: OK awesomewe are done! Thank you so much for helping us today SAM: No worries

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5508: Assignment 1 Interview with Child 2: year 5, Jack

ACTIVITY ONE:
INTERVIEWER: What do you think floating is: JACK: Floating is like the water is pushing you up and gravity is pushing you down. So you cant go down and you cant go up so youre floating in the middle INTERVIEWER: Does a fish float? JACK: No, because its got something special to keep it levelGot something to keep it down under the water INTERVIEWER: Can we change something from a sinker to a floater? JACK: Yes. So if you had clay and put it into a little ball it would fall down, but if you like make clay like a boat thing then it will still float INTERVIEWER: Why JACK: Bowl/boat shape because it is level and nice and calm, and it cant let any water into it as when you scrunch it all up the air is trapped inside so it will go down. ACTIVITY TWO: INTERVIEWER: Can you please predict whether these items will float or sink? They are labeled 1 through 10; just write the numbers in the float area or the sink area (all items tested) and written down. JACK: sure INTERVIEWER: Great now we are going to test your predictionshere are the items and your bucket of water place the item in the bucket and then record on this sheet whether they float or sink INTERVIEWER: Try the CD again this time vertically placing it in like this.. JACK: OK INTERVIEWER: What happened? JACK: it sunk INTERVIEWER: yip, so make sure you record both keep going JACK: Button sinks; name badge floats INTERVIEWER: And if you put it in the other way? JACK: It also sinks INTERVIEWER: Can you give us an explanation as to why the CD and name badge floated when horizontal but sunk when vertical? JACK: They have a flat bottom so they have a bigger surface INTERVIEWER: Great Lets have a look at all of the ones that are floaterswhat properties do they all have in common? JACK: They all have a force going up that is the same as the gravity, making the objects float. But the shape of the object could also make it float. INTERVIEWER: Lets look at all the sinkers now. What do they all have in common? JACK: they had no air in them. Sarah Dandridge 20501616 33

5508: Assignment 1

ACTIVITY THREE: INTERVIEWER: (Reads question 1) JACK: Float, because there is air still trapped inside from when you clicked them together INTERVIEWER: (Reads question 2) JACK: Float, because when the manufactures put it in they couldnt have got all the air out so they had some air trapped inside. INTERVIEWER: (Reads question 3) JACK: Float, because when you put it in it will have some air trapped inside so it will turn over and will still float INTERVIEWER: (Reads question 4) JACK: Float, because it is thinner and less things in it to make it sink so it will float. INTERVIEWER: What makes it float? JACK: The gravity pushing it down and the water force pushing it up INTERVIEWER: (Reads question 5) JACK: That triangle will sort of like flip sideways and so its sorta flat and it might sorta go half under water, but it will still float. INTERVIEWER: (Reads question 6) JACK: Float, because it is like a special thing, sorta like the clay example so it will still float Got more of a chance of staying there like boats because sometimes they have a flat bottom so I think it will stay up and float. They have a bigger surface INTERVIEWER: (Reads question 7) JACK: Shape B will sink because shape B is very hard and sometimes the water doesnt have the force to keep the ball up when its hard and its got nothing that the air trapped inside would do or the gravity and the force cant keep it level. INTERVIEWER: (Reads question 8) JACK: Float, because the foam will hold the container up and then it will sink INTERVIEWER: (Reads question 9) JACK: Float because there is more force of the water trapped/keeping it up INTERVIEWER: Why is there more force? JACK: Like when there is the ocean like there is a lot of force that ships can go on it so like theres like a big tank and I think the block will float because like A it has a flat surface and B it will float because there is a lot more force pushing it up and there is still the same gravity but it will still go down on it. INTERVIEWER: (Reads question 10) JACK: Float because oil is very think and it keeps it up sorta so because it has got lots of like chemicals in it so it might do something to it to keep it up. INTERVIEWER: Can you draw for me where it would sit in the oil? JACK: I think it would sit half sinking and half floating Sarah Dandridge 20501616 34

5508: Assignment 1

INTERVIEWER: If you dunk the duck in the water and the water level goes up. Why do you think that is? JACK: Because there is less space for the water because the water cant go through so it will have to go around you so it will have to go up.

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Cameron, C. (2010). Hammer and Feater; POE. Retrieved 1 April 2013, from http://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.h tml Cross, Alan, & Bowden, Adrian. (2009). Essential Primary Science : A Toolkit Retrieved from http://UWA.eblib.com.au/patron/FullRecord.aspx?p=480602 Einarsdttir, Jhanna. (2007). Research with children: methodological and ethical challenges. European Early Childhood Education Research Journal, 15(2), 197211. doi: 10.1080/13502930701321477 Fellowes, Janet;, & Oakley, Grace;. (2010). Language, Literacy and Early Childhood Education South Melbourne, Vic: Oxford University Press Hong, Soo-Young, & Diamond, Karen E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295-305. doi: http://dx.doi.org/10.1016/j.ecresq.2011.09.006 Joyce, C. (2006). PREDICT, OBSERVE, EXPLAIN (POE). Retrieved 1 April, 2013, from http://arb.nzcer.org.nz/strategies/poe.php Pentland, P, & Stoyles, P. (2003). Toy and Game Science. Broomall, PA: Chelsea House Publishers Shallit, Rebecca. (1932). The Dramatic Play of Ten Nursery School Children. Child Development, 3(4), 359-362. doi: 10.2307/1125362 Wragg, E.C., & Brown, George. (2001). Questioning in the Primary School Retrieved from http://UWA.eblib.com.au/patron/FullRecord.aspx?p=166270

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