caa a22 4500 475789296 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1007/BF03173174 doi (NATIONALLICENCE)springer-10.1007/BF03173174 The development of the concept of alive by preschoolers through a cognivive conflict teaching intervention [Elektronische Daten] [Vassiliki Zogza, Yannis Papamichael] The aim of this research was the conceptual change and transformation of the intuitive conceptions of preschoolers concerning life through a cognitive—conflict teaching intervention. Young children use the criterion of movement to justify the classification of objects as living or non-living, that is classify plants as non-living because they are immobile and mobile non-alive objects as living. The concept of life includes many sub-concepts and movement is a secondary and not a universal characteristic of living organisms. The subjects of this research were chosen according to their replies concerning the classification of plants as non-living. Subjects of the experimental group received a teaching intervention aiming at the change of their conceptual context about life and focusing mainly at the dependence of an organism to its environment. In the teaching intervention we used the procedure of cognitive conflict through the juxtaposition of live organisms to dead ones and mobile simulations. Our results show that all the children of experimental group presented a conceptual change classifying the plant as alive and using explanations including the dependence on environment and other functions, increasing the number of criteria used for justification of the animal as living. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Alive nationallicence Cognitive nationallicence Conceptions nationallicence Conflict nationallicence Teaching nationallicence Zogza Vassiliki Laboratory of Experimental Psychology of Education and Science Education, University of Patras, Department of Early Childhood Education, Rion 26500, Patras, Greece aut Papamichael Yannis Laboratory of Experimental Psychology of Education and Science Education, University of Patras, Department of Early Childhood Education, Rion 26500, Patras, Greece aut European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 191-205 0256-2928 15:2<191 2000 15 10212 https://doi.org/10.1007/BF03173174 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173174 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Zogza Vassiliki Laboratory of Experimental Psychology of Education and Science Education, University of Patras, Department of Early Childhood Education, Rion 26500, Patras, Greece aut NATIONALLICENCE 700 1- Papamichael Yannis Laboratory of Experimental Psychology of Education and Science Education, University of Patras, Department of Early Childhood Education, Rion 26500, Patras, Greece aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 191-205 0256-2928 15:2<191 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer