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Understanding the Dialectical Relations Between Everyday Concepts and Scientific ConceptsWithin Play-Based Programs

机译：在基于游戏的程序中理解日常概念与科学概念之间的辩证关系

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In recent times there has been an enormous interest in Vygotsky's writing onconceptual development, particularly his insights on the differences between everyday andscientific thinking. In drawing upon cultural–historical theory, this paper seeks to examinethe relations between everyday concepts and scientific concepts within playful contexts,such as preschools, with a view to better understanding how very young children developconceptual understandings in science. This paper presents an overview of a study whichsought to map the transformation and appropriation of scientific concepts within two earlychildhood settings. Approximately ten weeks of data gathering took place, with videorecordings, field notes, photographic documentation, and child and teacher interviews forrecording child concept formation within these naturalistic settings. The findings indicatethat when teacher programs are more oriented towards concepts rather than materials,children's play is focused on conceptual connections. Importantly, the study showed that: Itwas possible to map the multiple and dynamic levels or stratas of thinking that a child orgroup of children may exhibit within play-based contexts; An analysis of 'unorganisedheaps' and 'complexive thinking' evident in conceptually or materially oriented play-basedprograms can be determined; the dialectical relations between everyday concepts andscientific concepts in play-based programs can be understood; and greater understandingabout the nature of concept formation in situated playful contexts have been possible.
机译：近年来，维果斯基对概念发展的著作引起了极大的兴趣，特别是他对日常思维与科学思维之间差异的见解。在借鉴文化历史理论的过程中，本文旨在研究诸如幼儿之类的有趣情境中日常概念与科学概念之间的关系，以期更好地理解幼儿如何发展对科学的概念性理解。本文概述了一项研究的概况，该研究旨在绘制两个早期儿童环境中科学概念的转变和使用情况。大约进行了十周的数据收集，包括录像，田野笔记，摄影文档以及儿童和老师访谈，以记录这些自然主义环境中儿童观念的形成。研究结果表明，当教师计划更注重概念而非材料时，儿童的游戏重点放在概念联系上。重要的是，该研究表明：可以绘制一个儿童或一组儿童可能在基于游戏的情境中表现出的多重而动态的思维层次或层次;可以确定对基于概念或物质取向的基于游戏的程序中明显的“无组织的堆”和“复杂的思维”的分析;可以理解基于游戏的程序中日常概念与科学概念之间的辩证关系;并可能在有趣的情境中对概念形成的本质有更深入的了解。

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