Abstracts - Earli

elate textbook knowledge to a real world context and future profession, which can be described asthe contextual aspects of learning. 4) The cooperative aspect of learning was mentioned asimportant by the students. Conclusions: Our findings suggest that the case seminars we developedare helpful at enhancing student learning, and they could therefore serve as an example of astudent-centred teaching method.Scientific precursor models construction: A science learning and teaching approach in preschooleducation.Sabrina Canedo Ibarra, University of Barcelona, SpainJosep Castello Escandell, University of Barcelona, SpainPaloma Garcia Wehrle, University of Barcelona, SpainIn this paper some results are presented about young children scientific precursor modelsconstruction using scientific procedural and communication skills. The aim of this research was todescribe how young children aged 5-6 years construct their explanations concerning differentnatural phenomena in a dialogical context. This exploratory study used a qualitative data collectionand analysis, and was conducted in three phases: pre-interview, instructional process and postinterview.In this paper we present results about Flotation precursor model construction based onthe objects material´s nature as an indicator of an intuitive approach to density. At individualsinterviews we asked the children to predict the possible flotation or immersion of cubes made ofdifferent materials and of different sizes. After they had carried out their experiments, we askedthem to compare the experimental results with their initial predictions and give their explanations.On analyzing children’s answers we realized that several children were lead to both theconstruction of a precursor model and a general qualitative upgrade of reasoning. We concludethat children were able to consider flotation more accurately in terms of the event itself. Theychanged their way of justifying flotation towards a scientific way of looking at flotation. Notabledifferences occurred among the children who expressed non relevant or no-scientific explanations,therefore we assume that educational activities were effective. In the context of preschooleducation this approach could improve scientific teaching and learning to a better understanding ofscience topics in order to develop the basis of scientific literacy.Reviewing students’ conceptions of problem solving. In fact, what sort of problems are they talkingabout?Ana Remesal-Ortiz, Universidad de Barcelona, SpainThis paper deals with an important source of individual differences often forgotten about in theclassrooms. It presents a study about primary school and compulsory secondary school students’conceptions of mathematical problems and the consequences these conceptions might have for theteaching and the assessment of these students’ mathematical performance by their teachers. A totalamount of 60 students aged 8 to 16 from 9 different urban and suburban schools were clinicallyinterviewed in order to access their conceptions of mathematical problems. Two different basicconceptions of mathematical problems were identified through a qualitative content analysis. Theresults reveal that students’ conceptions are linked in some way to the classroom assessmentpractices in which they take part. Educational experience (thus age) and (most important)achievement seem to be influencing elements on the way they conceive of mathematical problems,as far as older low-achievers share the same simple conception of mathematical problem asyounger students.– 680 –