A system to identify young children's reasoning about variations within populations
Résumé
This chapter reports on the design of a teaching intervention and an interview protocol that aims at exploring young children's reasoning about the idea of variation within animal populations. This is an important foundation in biology education to further elaborate the idea of biological evolution. The design of teaching intervention in our study encourages children (aged 5-6 yearsold) to consider that the members of a population are not identical to each other but possibly different in their external body traits. Different model-based approaches are considered, using drawings, or early mathematical representations, embedded within observation of real animal populations. The interview protocol also explores whether children can mobilize this idea of variation in the context of a problem-situation. We will present the design of the teaching intervention and interview protocol, as well as some preliminary results of its small-scale implementation. This presentation will engage a discussion on the interests and constraints of the use of precursor models in the context of early biology teaching in preschool.
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