Our program is entitled "Young Scientists'

Objectives of the program for children: is communication, cooperation, expression of ideas, the development of self-esteem, the cultivation of positive attitudes towards learning, respect and appreciation for the world around us.

Objectives of the program for our teachers: to communicate and collaborate using new technologies, with other schools in Europe, acquiring educational experiences that will help us as educators and as people. The collaboration, the sharing of ideas, concepts and cultures, we believe it will give us joy and make our work more creative. We consider science as a challenge for our kindergarten teachers, because we have to balance between the world of children's imagination and animalistikis aspect of their thinking on the one hand and on the other, on the opposite shore of logical thought and concrete experiences . Another challenge also is the integration of natural sciences in interdisciplinary of the kindergarten curriculum and the choice of targets and the children themselves. We will be open, working projects likely to arise from the children, and give many opportunities for children to set their own goals.

We chose a science program because recent research has shown that children from very early acquire a sense of natural phenomena and form the first scientific concepts elements.

The world of physics is the real world that surrounds them and sooner or later try to explain and integrate the phenomena they observe in the worldview that build. From the educational point of view, the past two decades, there is a growing acceptance that the proper scientific work can and must start from the infant classes. The brain research and modern science have shown that learning in specific areas occurs most effectively in a critical period that begins early in life. This critical period is called the 'window of opportunity' begins to close around the age of nine years old, but for the most necessary scientific skills window seems to disappear even earlier. The researchers agree that the science at an early age is an effective means to develop scientific thinking and contributes to the formation of a background which will lead to a better understanding of difficult scientific concepts and scientific phenomena that children will later study in a more formal way. Various views have been expressed as to what should be included in the education of very young children in science and how it should be approached. One of the most important reforms in education in science is the introduction of scientific investigation. Teaching Science with investigation methods, aims to give children the opportunity to acquire authentic scientific experiences, to give meaning to learning and to improve their understanding. The investigation is considered by many to be an area of major importance and interest in the education of young children in science, something that research indisputably data. Scientific Associations dealing research with young children education suggest that you should give children the opportunity to use this approach and to develop their ability to use skills such as conducting investigations, to use appropriate means to collect data, to think critically and logically to connect evidence and interpretations and to communicate scientific arguments.

Research in Science Teaching began to develop simultaneously in many countries, and gradually evolved into a separate research and study specific problems field, its own definition of theoretical frameworks and increasing relative bibliography (Bybee & McInerney 1995, Kelly & Lesh 2000). The dominant common goal of the new scientific community is to improve the quality of science teaching at all levels of education through the systematic theoretical research and the practical application of theoretical conclusions.

 

Research in Science Teaching addresses the complex phenomenon of teaching and learning science from different viewpoints simultaneously: Natural Sciences, Psychology, Sociology, History of Natural Sciences, Linguistics, Pedagogy, Philosophy, the epistemology of Cybernetics, and many other disciplines. This interdisciplinary approach does not mean that the results and methods of the above disciplines uncritically transferred to the field of science education. There can be no scientific knowledge about teaching science in a simple combination of the results of the aforementioned different fields.

 

Research in Science Teaching is asked to answer the question:

What can we do to help students understand the science (content, methodology, scientific culture, scientific and technological literacy);

Directed not mainly in three directions:

In trying to implement or adapt methods, findings and practices in other cognitive areas in order to achieve effective teaching approaches to education in science. The wording of learning theories and the creation and implementation of relevant teaching models (bicheviorismos, anakalyptiki approach, constructive approach, etc.) fall into this way of research.

The identification and interpretation of phenomena related to the teaching and learning in science (students ideas about various natural phenomena, ideas, attitudes and teachers' opinions) and generally the ways in which students and teachers access and understand issues concerning Natural Sciences.

The development of teaching methods, integrated programs, teaching tools, assessment tools and educational materials (drafting curricula, writing manuals, creation of appropriate software, etc.) Based on the results of the previous two types of research.

The first two lines are part of the theoretical research and the third in the practical application of theoretical conclusions.

In recent decades, there have been significant changes in the research of Science Teaching. These changes are due to a number of examples of changes and the assumptions are accepted on issues like (Kelly & Lesh, 2000):

a) the nature of teaching, learning and problem solving

b) the nature of the concepts developed by the students to concepts, processes and phenomena of Science

c) the sense of achieving deeper and greater understanding and conquest of higher cognitive and metacognitive skills on the part of students

d) the interaction between the development of students as individuals, as groups and the influence of them teachers, projects of Curriculum or other learning communities

e) the interaction between many different in scope and targets researchers and those responsible for applying the research findings, which may be teachers, Curriculum planners, policy makers, etc.

 

Modern findings of Science Teaching no longer accept the model of the learner as a person struggles to conquer a body of predetermined concepts, facts and phenomena. Conversely, recognizing that the learner is also a member of many communities in which the content and meaning of science is under constant negotiation, performing an important role in the overall learning process. Thus, to fully understand the cognitive processes of each individual, it is necessary to study and analyze the school family and the wider social environment (Cobb & Bauersfeld 1995) in which learning takes place. New positions adopted, invite us to change our approach in research.

A major problem resulting from the change of the positions set out above is that when researchers adopt new places for teaching and learning in the course of science, this creates the need for new research methodologies based on new cases and focus the their interest in new issues or perspectives.
ATTITUDES (BEHAVIORS), WHO SEEK TO OBTAIN THE CHILD THROUGH OUR PROJECT "SMALL SCIENTISTS IN SCHOOL"

-To Gain respect, interest and love of the natural environment, and contribute to maintaining.

-to demonstrate sensitivity to the need for proper care of live organisms.

-to gain respect of the object that explores and studies

- Gain desire for exploration

- To keep his interest for comments extended period of time

- Wish to retries, in case of failure

- To carefully examine the facts and draw conclusions

- To insist, to seek solutions

- To insist on integrating the efforts of

-to wish to participate in group projects and collaborate

-to wish to examine critically the results of his work.

-to respect the views of others and evaluate the ideas of others

- To respect the results of his investigations

-to understand that it becomes more convincing when documenting terms with data, and when explaining the reasoning.

- To understand and appreciate the need for preventive measures to avoid risks and accidents

-to have the desire for a change of approach, which concerns the resolution of a problem, based on the experiences and our data

-to express their views and share the findings with eagerness

-be curious, be open-minded, avoid dogmatism, to avoid prejudices and superstitions, to be objective and responsible.
LEARNING AREAS IN OUR PLAN: (login fields with the curricula)

Our program will integrate: science, language (spoken and written language), mathematics, arts (visual arts, theater, music), environmental education, literature, English language, technology (photography, computer, video)

Pedagogical Objectives (learning and social)

-to communicate with children of different culture and to feel joy from this channel

-to come into contact with the English and Portuguese and gain respect for people belonging to different cultures

- Participate in group activities

-to communicate. (Through sharing stories and symbols of our culture.) (Through painting, theater, dance, movement). Through the internet.

-the creative and critical thinking (looking, queries, collection - data processing and analysis)

-anaparastasi thought spoken and written word, art, movement, dramatization.

-to share thoughts and ideas with other children and feel that their ideas are very beautiful and significant.

- Support the interests, needs and preferences.

- Set targets, implement them and plan their actions.

-to participate in joint efforts to achieve a goal.

-to defend their opinion with arguments and accept the opinions of other children.

- To formulate questions and to pose problems.

- Developing strategies to solve problems and to select various solutions in solving problems.

--na apply previous knowledge to new situations.

-to collect information, investigate.

-to express feelings and opinions

-to acquire positive self-esteem (presenting their achievements when they complete an activity).

-to cooperate with each other and help each other

- To observe, draw conclusions

-to investigate appropriate uses of various items, to distinguish and to describe, with reference to their particular characteristics, to invent different uses of objects, applying knowledge acquired on their specific characteristics.

- To investigate properties of various materials, to form materials categories, based on their properties, and to refer to them using appropriate vocabulary. To distinguish natural materials than those manufactured by man.

-to distinguish objects from their materials.

-to distinguish physical states of materials (solids, liquids, gases)

- To realize that they can change the shape of different objects, putting pressure on them, pulling objects, to understand the heating and cooling, as a factor of change in the physical state of the materials.

- To express their ideas simply natural phenomena, and to negotiate with others. To investigate the potential of different contexts, to express and communicate their ideas.

- To simply explore natural phenomena on the movement of objects and the forces exerted on them. To investigate thermal effects, the blending and dilution, steaming, sinking, magnetism, electricity, (simple circuits), light, shadows, sound.

- Recognize the inadequacy of some of their ideas, compared with just natural phenomena, to adopt those findings as questions for investigation.

- - To and respect for the environment.

- To learn how saving water and energy.

-to set goals and children also

-to learn through action on the objects.

-to learn through their participation in practices and social activities where participation has great language.

-to interact with their peers

-to run multiple intelligence (linguistic, mathematical, visual - spatial, emotional, naturalistic, existential).

- Show and cultivate the skills and abilities.
objectives of the program:

- Developing thinking skills and scientific method.

- Understanding concepts and familiarity with the ways that help us to analyze various natural phenomena.

- Acquisition of experience in relation to the phenomena and mechanisms of the physical world

- Foster positive attitudes towards learning, respect and appreciation for the world around us.

-METHODOLOGIA PROGRAMME pursuit

1. thinking skills and scientific method:

- The development of key skills, will support at a later stage, build conceptual understanding, in many branches of science.

- Skills, create a basic cluster of abilities necessary for the functioning of the child, such as the integrated human social environment, and as a man who learns, in the modern knowledge society.

some of the skills are simple as (observation, classification, measurement, communication, query), other skills are more difficult, such as: (recognition factors, interpretation of observation, forecasting, case, data interpretation, conclusions, formulating operational definition) and the methodical cultivation presupposes familiarity of the child, both with basic skills, and with the program procedures. the most complex skills (control variables, investigation, modeling) just beginning to be cultivated in this age, and development requires them, several of the other skills, at some level. but the program will try to seek, consistently and systematically develop all the skills at the level that it is possible for every child.
he skill of observation

 We use the senses and observational instruments.

 notice means see, hear, touch, savor, smell, collecting information through my senses.

by observing the child:

- Expand the circle of experience.

- Collect information relating to the body properties or phenomena.

- Identify similarities and differences between objects or phenomena of the immediate environment.

- Identify patterns and acquires knowledge of the external world.

- Notes features that are consistent. (Similarities, logical sequences). [Example logical sequence: the lightning is followed by thunder). Cohesion example: each spherical object can roll}.

the skill of observation cultivated and developed with different focus of attention strategies such as:

- Encouragement for the use of a specific sense or senses.

- Focussing attention on a feature or function on an object.

- Presentation of various types of questions such as: what is it; (Identification and name), from what is composed; (Identification of parts), what it serves; with what looks like; Where is it?

the child:

- Spontaneously and freely observe environmental elements that interest him. strengthens its observations with simple instruments, such as lenses, magnets and so on.

- Using more than one senses to observe objects, phenomena or events. starts with simple and known and progressing to more complex and unfamiliar.

- Identify simple similarities and differences.

- Observe changes over time (long-term observations).

- Choose appropriate instruments for its observations. correlate observations to detect patterns, and make generalizations. (Example pattern: record the temperature of surrounding for ten days in the morning and the afternoon and evening and the child finds that the temperature follows a pattern. Daily early morning is lower, rising at noon and in the afternoon begins to lower.

 

our program to cultivate observation skills we will use strategies such as:

- Using all senses, in turn, to gather information related to a particular object or phenomenon.

- Free combination of observation and focus the child's attention to individual characteristics.

- Identify similarities and differences.

- Selection and use of appropriate sense or senses to collect information.

- Comparison of changes occurring in the characteristics of an object or to change the properties of an object.

- Use of instruments such as lens, vane, thermometer, magnet, and so on.

- Transfer of observation to sketch or drawing.

- Focus by limiting the space observe, as does the camera or restrictive line.

- Observing an object from various angles.

- Observation of the object itself at a different time.

- Audio-visual means (camera, video tutorials).

- Long observation of the behavior of an object or a phenomenon.

 classification:

 

the child is able to do classifications, since they identify similarities and differences. identify differences and similarities or other matters can lead to organize items in various configurations. The provisions at the beginning is simple and can later develop into complex layouts and structures.classification skill levels.

- 1. selects and creates groups of objects based on a feature.

- Identify differences and organizing objects into groups based on visible characteristics (color, shape ...). identify the foreign element in a group.

- 2. identify differences and similarities, creating simple groups of objects based on specific criteria, and be able to describe and explain, classifying. selects and separates items into groups, based on two or more rendered criteria.

- 3 sets in series of three or more objects, explaining this classification. do simple temporal sequences, based on the facts of direct experience.

- Puts into groups and series objects based on features that are not visible directly, such as construction materials, how to use an object, how it works and so on. classifies events and data.

4. creates hierarchical classifications, communicate and evaluate their organization, (eg pedigree, animal classification).

 

our program to cultivate the sort skills will encourage the child: - to make collections of objects

- Make comparisons and find similarities and differences in objects of the immediate environment.

- Identify the foreign element in a group

- Puts in groups the objects

- Putting in series objects

- Make divisions of a team organizing smaller groups.

- To integrate small groups of objects in larger groups.

- To find alternative ways of organization and classification of a group of objects.

- To find different ways to present the organization or classification.measurement:

the child at this age use its own units. we are interested in the unit to be used, be appropriate for the size, and is constant for measurements made when they want to compare.

the recording of measurements, and the use of measurement results, help the child to draw conclusions and make predictions, generalizations and assumptions.

measuring skill levels:

- Compares two objects in the same size. (My pencil is greater than yours).

- Make simple measurements rather than conventional units, which will be given to selected.

- Uses a fixed starting point and counts only once parts of the object.

- Uses two measurements of the same size (the same unit), to support the comparisons. (For example to see if it fits a shoe in a box, we can compare the length of the shoe to toothpicks, and the length of the box also toothpicks).

- Selects suitable measurement units. using two or more units for measuring the same size. use the appropriate instrument for every measurement.

- The child feels roughly the price of a size, and then make measurements to assess whether it was accurate in its estimation.

culture measurement skills.

our program will encourage children:

- To compare two objects

- To compare two objects in a size

- Determine the size you will measure

- Use appropriate vocabulary (comparative and superlative).

 

We will gradually put children skills such as:

- Use measurement units that we will give.

- To devise their own units

- Define start and stop as needed.

- To select the appropriate measurement unit, the same unit for each measurement, and keeps it constant throughout the process.

- Counting only once the parts of an object.

-to record the measurements, whatever you choose.

- Use simple measuring instruments, such as: (scales, thermometer and so on).

- Calculate the approximate one size, without the measure, and verify the calculation, making the measurement

 

communication:

our program to foster communication, foster children:

- To describe what they observe

- To submit questions

- Listen to explanations

- To discuss their experiences with others,

- To record their observations and their own observations of other children.

- To present their comments in other children

- To describe the messages and graphs other children.

- To make announcements to groups of children

- To select symbols, or create symbols for recording and presenting their observations

in our program, as a means of communication, we will use the written and spoken word, the design, layout, the model, construction, painting. collecting objects, the recording, the human body (face, moving the whole body). and any manner of communication can devise the child.

skill levels in communication:

- The child freely expressed on his experiences as the experiences.

- Freely Records its comments in any medium.

- Indicate simple object properties, for example shape, size and so on.

- Describes specific properties and characteristics of an object, using a defined medium.

- Submit simple queries to a child.

- Record observations and presents.

- Comment on the findings and observations of other children

- Recounts his experiences

- Describes? drawings or other children's models

- Presented in chronological order, the successive stages of an activity.

- Describes an activity

- Concerned about the way they will present their findings.

- Selects suitable notation for the presentation of the data.

- Selects suitable materials for data recording.

our program to foster communication skills, will encourage children to:

- To express themselves freely

- Use representations with real objects

- Make recordings with images and symbols

- Draw, sketch, design, layout, models, collections, recordings, photography, illustration, poster, media such as camera, video, educational video.

- To use his body (movement, dance, theatrical play)
recommendation questions

questions of children, can lead to discussions on ways:

- To solve questions

- To clarify concepts and mental models

- To check and reject

- Collaborative exploration

- Search correlations.

- Making predictions and assumptions.

 

through our program will encourage children to express their opinion, will give children time to think and respond, we will encourage the answers are different.

All children's ideas are respected. will submit appropriate questions to children (open and closed type, depending on the occasion). We will give opportunities to children to pretend roles to facilitate interrogation to other children.

We will encourage the child to seek answers to his own questions through experiments and investigations, through observations and discussions with other children. We will encourage the child to express clearly the questions, and to design ways and strategies to respond to the questions. We will encourage the child to give answers to the questions of other children.

drafting operational definition:

 the formulation of operational definitions, is a language skill, playing an important role in the construction of knowledge in the natural sciences. each functional definition is intended, in performance of meaning, we attach in a sense, at this time, based on our experiences and observations. therefore, understanding a concept, is only guaranteed when the functional definition, experiential formed. an operational definition can be expressed as a list of instructions, which, if followed by any man, help him always to recognize this concept. directives should be in clear and simple language so that there is no possibility of misinterpretation. for example, a working definition for the wind, may be:

-Take a handkerchief and stand outdoors.

- Open the scarf, and hold it so that you get your hand raised, and it hangs from one corner, freely.

albeit handkerchief constantly moving, and is directed in one direction, without you move your hand, we say that there is wind.

drafting skill levels operational definition:

1. - the child performs the instructions of a functional definition we give, that the child knows from daily experience.

- Recognizes exceptions to executions instructions from others.

- Describes specific experiences and events, following the sequence of events.

- Describes the use and purpose of an object.

2. - performs two alternative operational definitions, and assesses their relative.

Example: 1st operational definition: I bring something in my eyes, and if I see the other, then this is transparent.

2nd operational definition: if the object will bring your eyes, made of glass, it is transparent. (wrong).

3 - with detailed guidance (stimuli, challenges), the child formulates instructions that constitute a working definition for the experiences experiences, and objects of the everyday environment.

with our program, we try to cultivate operational definitions drafting skills in the following ways:

- Putting questions to the children in relation to the different properties of an object or phenomenon, such as: what is it; from what it consists; what are the external features of this; what it serves; how to recognize it if I see it; how I will be sure that it is; what is this;

the operational definitions of children, constantly modified according to their experiences. our program will encourage children:

- To describe an object or a phenomenon, as regards its characteristics, properties, its use, its functions, based on their experiences and observations.

- Carry out the instructions of a functional definition.

- Accept that for an object or phenomenon, can be given or performed more than one operational definitions.

- Execute instructions given for two operational definitions, which refer to the same concept, compare and evaluate them.

- To prepare a list of guidelines, which will help identify the concept, and then to perform, either alone or together with another child.

- Modify a working definition, when added new data.

interpretation observation

observation interpretation, is a thought process, through which the child tries to explain, justify, or to find causes and mechanisms, for events and phenomena observed using logical reasoning. through this process, the child tries to combine, various past experiences of, with information gathered through observations.

observation interpretation skill levels:

- 1. child says freely possible causes, and provides simple explanations for specific comments.

It begins to make observations, using many of the senses, and tries to find a cause for the object you are observing.

- 2. - begins to organize and categorizes the observations, and trying to find a cause that explains it. example: many times we noticed the sun in the morning was about more than the backyard. evening we see above the pine. it appears that the sun moves in the course of the day in the same manner.

- Recall past experiences, and combines them with his comments, to formulate reasons and explanations.

3. - uses the observations and experiences of, to argue, as to the causes and explanations, answering questions such as: how; When? why? describes verbally, visually or in any other way, the reasoning used to reach them.

 

our program to cultivate the skill of observation interpretation, we will try to encourage the child to find possible causes for a comment made. We will also ask the child to use his observations to make estimates and assumptions. at an early stage submit questions in children susceptible to answer a variety of interpretations, for specific comment. encourage the child to compare the different answers, own or other children, and formulate explanations for everything that occurred, or to identify the cause of a change. gradually will bring a variety of ways, previous observations and experiences, and helps the child to associate with some of the explanations. so the guides to separate the most authoritative interpretations that describe and explain all its observations. We will give the opportunity to the child to observe the same object or phenomenon under different conditions, and compare the observations with a view to modify previous interpretations.
forecast

the forecast indicates what will happen in the future if certain conditions are met. child, providing, describes what is waiting to happen, based on experiences gained, and theories developed. a forecast may be correct or incorrect.

forecasting skill levels:

1. the child provided by intuition.

2. the child, suggests a future event, based on the experiences and observations.

3. the child, make predictions, based on his experience and explains his thinking. child suggests how to investigate problems.

4. Child, formulate and verify, or not, forecasts for other phenomena, based on the case in relation to this phenomenon.

our program to cultivate forecasting skill, will encourage the child to describe what he thinks will happen in the near future, based on experiences and perceptions.

it is important that the child, record predicting, in order later to compare the results of the experiments. the prediction of the child, it may be right or wrong. this is acceptable. through the investigation of the forecasting process, will help the child to perform experiments to examine, verify whether or not the prediction.

wording case

case is the wording of a possible explanation, or theory, for an event or phenomenon, so it can be investigated later. for example, all the large items, when placed in the water sink. these objects float on water, why are wooden. Cases are temporary test theories, which aspire to evolve into rules that determine the behavior of a series of phenomena and systems in the natural world. so the investigation of a case, initially limited to the extent of the response to this phenomenon, but later expanded to examine the validity of a relationship and other natural phenomena. child using observations and interpretations, expressed many times, cases for phenomena usually answering the question: << Why do you think this happens; >>

case formulation skill levels:

1. child speculate intuitively. trying to find a simple cause an effect or a phenomenon, based on his previous experiences.

2. the child executes instructions in order to consciously examine the validity of the case. understands the need for formulation of new cases when this occurs.

3. the child makes assumptions based on the direct study of a phenomenon, and reasons. with our help, the child investigates and amend their affairs.

4. make matters clear, and suggests specific ways to investigate the cases.

our program to cultivate the case drafting skill, will:

- Encourage the child to give multiple explanations for something observed.

- To suggest ways and explores some of the explanations.

- Identify variables involved, and to make possible relationships between two or more variables. for example: the faster the wind, the more they will wiggle leaves.

Case example: the magnet attracts all metal objects. during the investigation of the case, and organizing data, it appeared that the magnet does not attract some objects like the gold ring, silver bracelet. based on these data, the case should be dismissed. using the new data, the child, it may modify its original case. (Magnet attracts some of the metal objects. Or the magnet pulls all iron objects.
Interpret data and draw conclusions.

the child is studying and reorganizing information and data. combining them with previous experience, draw conclusions.

Data interpretation skill levels and draw conclusions.

1. child support a statement in previous experiences, observations and events that occur during continued.

- During the observations, begins to identify behaviors that occur repeatedly.

- Interpret simple recordings, which took place, or experienced.

2. the child recognizes that becomes more convincing when explaining how he thought, to come to a conclusion.

with our help, organize data, records, and finds relationships between them.

-the child, interpret data and draw conclusions simply explaining its reasoning.

- Use the data to confirm or reject the given assumptions.

3. Rejects own affairs that is not consistent with the data, and is consistent with other cases, which seems to find support.

- Recognizes the data will be used to find answers to the questions investigating.

cultivation data interpretation skills and inference:

in our program, we will try to help the child, after making his comments, sort the data, and to talk about the effects.

- Answer questions (when, how, what, why, how) on the recordings.

- To compare his own earlier writings about the same subject, with newer, and draws conclusions.

- The child, decide on its own or with a group of children, how to organize the data, and to justify this decision.

- Based on the records available to him, to make estimates and assumptions. example, when you plant a seed, will take root first and then shoot.

recognition of factors and variables control

variable is any factor that can change the course of an investigation. (Eg, color, water height).

identify and determine the factors that influence a phenomenon called variable recognition. reasoning, in designing a valid experiment, called variable control. often, in an experiment, keep certain variables constant, and change another variable in order to examine, whether a third variable affected. (For example, if interested to look at how the temperature affects plant growth, should vary the temperature (independent variable), to measure the growth of plants, (dependent variable), and to maintain stable, all other variables that can affect the development. (which is the controlled variable. only then the experiment will be valid (law).

in one experiment, a variable may be independent, dependent or controlled. It is an independent variable, which the researcher deliberately changed. dependent variable is the variable that changes as a result of the change of the independent variable. controlled is the variable that the researcher deliberately maintains stable (ie ensure that the price does not change).

to examine, whether the independent variable affects the dependent variable, we can design a valid (law) experiment. ie we have to maintain stable (to control), the other variables that may affect the dependent variable.

skill levels of recognition factors and control variables.

1. the child recognizes the factors likely to affect a particular phenomenon.

- Identifies and describes simple variable, changing with time.

- Senses, it must maintain the same conditions of measurement, to be an investigation valid (fair).

- Applying measurement rules (start, end, equal containers).

-2. recognizes and describes the factors that influence a phenomenon (for example, the ice melting).

- Based on the experiences, begins to suggest factors that need to remain stable in order to be valid, (Law), an experiment.

3. plans verbally or graphically, an experiment related to the immediate environment, and describes what variable will change, what will count and what will keep stable.

- Comparing the process that distinguishes a valid, an invalid test.

- Identifies and describes the reasons for which a test is not valid (law).
 Growing recognition skill factors and control variables.

in our program, we will try initially to help the child to identify factors, and make valid (fair) comparisons. later, will help the child, to design, valid, (fairly) experiments.

therefore, we will encourage children:

1. To call the material, and the means used to conduct an activity. (For example, to make the dough, we need flour and water).

2. in cases of problem solving, will ask the child in order to help identify, factors likely to affect the situation. (For example, it will dry more quickly Mary blouse;).

- Will try to help children, to realize the idea of a valid (fair) experiment.

- Questions like

- what do you want to know?

- What you trying to find;

- What thing will change;

- What factors will not change;

- What will you take you to do your experiment; help the child to recognize and calls sizes, to identify factors that will change, and factors will remain constant, so the experiment to be valid (law).

modeling

modeling is the process that relates to building mental models in connection with natural phenomena and situations.

is the basic thinking skills, which supports the whole learning process, in Natural Sciences. It includes construction, communication, interpretation and comparison of models to create a composite mental model that clearly describes, completeness and accuracy, the relative natural phenomenon. mental models usually expressed through various media (painting, artwork, construction).

modeling skill levels:

1. child, builds physical models, and are able to describe and explain the relationship of each, with the same physical phenomenon.

2. compare two or more models of the same system, and justify what is best.

3 combines features of different physical models to describe verbally, a theoretical model of operation of a natural phenomenon.

modeling skill cultivation.

We will try, first, to encourage children to compare different games, with the corresponding real objects. children can recognize differences in relation to the size, characteristics, and operation of games. at a later stage, talking with the child, how can we build a model (model with painting etc.). before work, encourage the child to design the course and organization of work. during the work, the child understands that most things are composed of pieces, and when some pieces are missing, then the object, it will not work. also understands that the proper assembly of pieces allows to perform work that can not be done each piece separately. when complete expression process of mental model, encourage the child to meditate about the working plan, the course followed, the advantages and disadvantages of the final result, in relation to the original design.

investigation

The investigation is a complex skill that includes many other thinking skills and scientific method, as it is? hypothesis, prediction, control of variables, interpretation of observation, data interpretation, measurement, draw conclusions, and more. the full development of investigative capacity, it may not be possible for many children at the age of kindergarten.

- Initially, helping the child to perform experiments and draw conclusions in relation to specific, rendered, questions.

 - At a later stage, the child selects and formulates problems which may investigate the extent of its capabilities, and in familiar surroundings. a comprehensive investigation begins with the identification of variables that may affect the relative phenomenon, and the specificity of the original problem in a number of specific questions. each of these specialized questions usually relates to the relationship of two variables, and everything is formulated in a way that can be answered by an experiment. the investigation is completed, when the conclusions drawn from the various experiments are combined to read the general conclusion concerning the original problem. when the child has fully developed, the skill of the investigation, it can detect an open question \ problem, and is planning a survey course to find at least one solution.

implementing investigations in the classroom can be, closed or open, partial or total.

- Closed the investigation on which the children follow only one path and result in a single result.

- Open the investigation, as there are several paths, or different responses, or both.

- Partial investigation is the investigation, in which some steps are given to children, while other stages, fakes children.

- Full investigation is to explore where children, plan and execute all stages of the investigation.

investigative skill levels

1. recasts rendered problems and questions, in his own words.

- Uses the method of trial and error to solve a problem.

2. simple queries, identify factors that may affect the relative phenomenon.

- Suggesting possible approaches and materials that will be needed to solve the problem.

- Perform experiments, and taking into account the data, gives answers to the original problem.

3. distinguish possible solutions to the problem, and is planning some process steps for the solution that seems the most logical.

- Begins to take into account the necessity of planning, step by step.

- Identifies and explains differences between the forecasts and the results obtained from the investigation.

4. expresses openly questions and problems.

- Planning a course solution, but often, it amends.culture investigative skill.

our plan will help the child to identify a problem or a question of the immediate environment, that has meaning and significance for the same. The investigation begins with the instantiation of the problem, that is understandable to the child.

It follows the route planning, and the organization of the various experiments that will help us answer the original question, or solve the problem. children are concerned about the materials and tools that will be needed.

each experiment was gradually drawn. They should define the variables involved, and on that basis, decide to:

- What factors will change

- What factors will not change

- What factors will be measured or examined.

after recording the results of each experiment, made an effort to synthesize, to help the child expresses substantiated cases, to provide a response to the original question. child compares the results of the investigation, with those initially expected. the investigation is completed, with a self-critical aspects of the course that worked well and those that need improvement.

-Organization AND TEACHING

-Accessibility materials and books

-use Internet

-Presenting work variously

-communication

-direct collection and data processing

-Collaboration and collectivity

-problem solving

-dimiourgikotita

-gennisi ideas

are manifold solutions

- Nothing is absolutely right or wrong

creative projects writing and narration (variety of stimuli, enriching vocabulary, imagination cultivation)

- Technical imaginary affairs ... (what would happen if ...)

-poems

-ainigmata

-stories and literary texts as inspiration

Arts (theater play - pantomime, improvisation, arguments debates, role playing, school performances). Through these arts, kids, touch, see and feel experience the meaning of words and concepts of science. The expressive gestures, offset the difficulty of having to express meanings through language .. example role play: children watch an educational video, then divided into groups and play their own role plays.