Preschoolers Learn Awareness of Plant Biology From Raising Vegetables at School
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- TOYAMA NORIKO
- TSUDA COLLEGE
Bibliographic Information
- Other Title
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- 作物栽培の実践と植物に関する幼児の生物学的理解
- サクモツ サイバイ ノ ジッセン ト ショクブツ ニ カンスル ヨウジ ノ セイブツガクテキ リカイ
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Abstract
The present study investigated whether a preschool’s practice of growing vegetables would affect the school’s students’ awareness of biology, plants, and procedures of cultivation. In Study 1, individual interviews were conducted with 18 six-year-olds at a school where the children regularly participated in raising vegetables, and 16 at another school where the children had little experience raising vegetables. The children with experience growing vegetables tended to view vegetables as living things, based on biological reasons, and to know more about cultivation methods for those vegetables that they were familiar with than the children in the other school did. When the children were asked about fruit that they had had no experience raising, no differences were found between the children at the 2 schools. Study 2 found that the 6-year-old children (n=16) at the school that grew vegetables were more likely to see grass and trees as living things than were the 6-year-olds (n=19) at the other school. Also, when asked about the effects of over-watering and lack of sunlight, the children who grew vegetables generated more biological inferences about edible plants, whereas no differences between the children at the 2 schools were found when the children were asked those same questions about non-edible plants.
Journal
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- The Japanese Journal of Educational Psychology
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The Japanese Journal of Educational Psychology 57 (4), 491-502, 2009
The Japanese Association of Educational Psychology
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Keywords
Details 詳細情報について
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- CRID
- 1390282679760276352
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- NII Article ID
- 110007580118
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- NII Book ID
- AN00345837
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- ISSN
- 21863075
- 00215015
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- NDL BIB ID
- 10509479
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- Crossref
- NDL-Digital
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed