Will it dissolve in water?

• Author(s): Magalhães, Cláudia Liliana Cruz ; Mesquita, Cristina ; Rodrigues, Maria José
• Date: 2014
• Persistent ID: http://hdl.handle.net/10198/12659
• Origin: Biblioteca Digital do IPB
• Document Type: Conference object
• Language: English
• Contributor(s): Biblioteca Digital do IPB

Description

Conducting scientific experiments with preschoolers can make the difference between a positive and a negative attitude towards future science education. Everyday experiences allow children to observe the behaviour of some materials in contact with water. Through daily observation, children know that some materials dissolve in water and so they are able to ask questions, make predictions, collect data. Because of these experiments children construct conceptions, some of them alternatives to the scientifically acceptable. Therefore, it is important that children observe the dissolution, performing practice and experiments that allow them to make predictions, observe, verify and report what happened. The kindergarten teachers are key elements in this process, supporting children in the construction of their scientific conceptions. This paper presents a learning experience developed with a five years olds group, about the dissolution of different materials in water. Initially, we wanted to know if the selected materials (olive oil, coffee, rice, peas, sand, sugar, salt, flour and egg shell) dissolves in water. Subsequently, we investigated if the quantity of the substances influenced or not dissolution. The experiment was conducted in small, 8 elements, groups and it started with the elaboration of a plan to identify the variables in question. This contained images to identified what they wanted to know, what they wanted to change and to maintain. This process was carried out through questioning. Children were asked to register their predictions about what would happen. The pedagogical resources have been carefully prepared and the children were encouraged to be rigorous in procedures. After the hands-on, children registered the observations and compared them with the predictions. The scientific explanations were given as they were questioning and communicating what they observed. This learning experience stimulated the children's natural curiosity, arousing their desire to learn more and to explain the phenomena that occur in everyday life. This learning process expands some fundamental skills of the child, such as observating, recording, measuring, comparing, counting, describing and interpreting, required in the development of their scientific literacy.