Effectiveness of a school scientific model to address buoyancy in the training of prospective early childhood teachers
Bibliographic Data
| ID | 21589487 |
|---|---|
| Authors | Marta Cruz-Guzmán (0000-0003-0018-3620, Universidad de Sevilla, corresponding author), Antonio García‐Carmona (0000-0001-5952-0340, Universidad de Sevilla) |
| Year | 2025 |
| Pages | 1-17 |
| Publication date | 2025-12-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2602709 |
| OpenAlex | W4417347619 |
| Language | EN |
| References cited | 42 |
Buoyancy is a recurring topic in early childhood education and provides an opportunity to introduce scientific modelling. This study is framed within the need to improve the training of prospective early childhood teachers (PECT) in this scientific practice and examines the effectiveness of a teaching intervention that models the buoyancy of objects in water as balanced forces. The research analyses responses from a pre-test and post-test questionnaire administered before and after the intervention. A qualitative content analysis was used to categorise responses. In general, a positive progression was observed in the models used by the PECT to explain buoyancy as balanced forces. Most PECT correctly assimilated that the upthrust exerted by water is equivalent to the weight of the amount of water displaced by the object, and that this upthrust therefore depends on the volume of the portion of the object submerged. The conclusion is that, with interventions such as this, it is possible (1) to initiate the PECT in the practice of scientific modelling as part of their training to teach science at early childhood education, and that (2) they assimilate a school scientific model to be able to explain buoyancy
Early childhood · Early childhood education · School teachers · Science education · Scientific modelling · Teaching method · Educational methodologies and cognitive development · Physical Education and Pedagogy · Science Education and Pedagogy
Developing a learning progression for scientific modeling
Analysis of the models proposed by prospective pre-primary teachers when studying water
Preschool-age children’s early steps towards evidence-based explanations and modelling practices
Examining models constructed by kindergarten children
Teaching and learning floating and sinking
Teach Your Classmates About the Behavior of Water with School-Level Science Models”
| Highly cited | No |
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