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\nSCIENCES ACTIVITIES1  \nAikaterini DRAGANOUDI, George KALIAMPOS, Konstantinos LAVIDAS  \nAbstract: The aim of the current paper is to investigate the traces of socio-cognitive influences in kindergarten teachers’ representations about the practices they tend to follow when they develop Natural Sciences activities in kindergarten. A quantitative approach was used, with the research tool being an electronic questionnaire that was completed online by 94 kindergarten teachers served in public Kindergartens. The questionnaire was firstly used in a pilot survey where receiving feedback it was further developed for the main research. Research analysis showed that kindergarten teachers’ representations concerning their teaching choices and actions of their students are characterized by practices that are influenced by the socio-cognitive teaching strategy.  \nThese practices are followed from both teachers and their students from moderate to large extent.  \nKey words: Early childhood science education; kindergarten teachers’ presentations; teaching practices; socio-cognitive teaching strategy  \n1. Introduction  \nIn the last decades, there seems to be an increased interest in the field of education, in exploring the representations of teachers and their connection with teaching practices and strategies. Indeed, a close connection exists between the enhanced practices and the representations that teachers have on various educational issues and the way they interpret and understand the world (Fang, 1996) . However, there seems to be limited data on kindergarten teachers’ representations for the practices they tend to follow while developing Natural Sciences activities.  \nExploring teachers' representations of their practices in the development of Natural Sciences activities in kindergarten can help us gain a deeper understanding on both the way the teachers themselves perceive their work and the variety of influences their teaching strategies get that ultimately shape the practices they tend to follow. Undoubtedly, the exploration of teaching practices and strategies is particularly important, as it enables teachers to reflect on the effective practices for promoting learning as well as the extent to which they seem to adopt these actions in practice (Vartuli, 1999) . The data that will emerge is likely to help teachers moving toward this direction.  \nThe current paper is part of a larger study on kindergarten teachers’ representations on teaching practices in Natural Sciences activities. It also aspires to explore the representations of kindergarten teachers for their practices in relation to a particular approach which emphasizes the social and cognitive nature of teaching processes.  \n1 This paper was presented at the TDID Doctoral Students’ Conference, 14-16 May 2020.  \n2. Theoretical Framework  \n2.1. Teaching strategies for Natural Sciences in Preschool Education  \nAccording to Ravanis (2017) the main didactic approaches for Natural Sciences, at the preschool education level, arise from the dominant pedagogical currents and can be classified as follow: (a) those based on the Empirical Framework. These are teaching strategies that are influenced by behavioral theoretical currents, are particularly attractive to teachers, and are based on the idea that intelligence develops through the senses (Conezio & French, 2002); (b) those based on the Piagetian framework. According to the pioneering teaching strategy, based on Genetic Psychology and Epistemology, the construction of intelligence and knowledge takes place through the individual involvement and interaction with teaching materials, objects and the wider environment, as the child creates his/her personal action plans (Kamii & Lee-Katz, 1979; Ravanis, 1994); (c) those based on the Sociocognitive framework. The socio-cognitive approach is dominated by perceptions which suggest that the develop","cbCaiu6bA76MLVp0","https://ap.wps.com/l/cbCaiu6bA76MLVp0","pdf",212469,"English","# Abstract\n# Introduction\n# Theoretical Framework\n## Teaching strategies for Natural Sciences in Preschool Education\n## Kindergarten teacher practices based on the teaching strategies of Socio-cognitive framework","[{\"question\":\"What is the paper’s main goal?\",\"answer\":\"To examine socio-cognitive influences in kindergarten teachers’ representations about the practices they follow when developing Natural Sciences activities.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A quantitative approach was used, with an online electronic questionnaire completed by 94 kindergarten teachers in public kindergartens, after an initial pilot survey.\"},{\"question\":\"What did the research find about teachers’ representations?\",\"answer\":\"Teachers’ representations regarding teaching choices and students’ actions are characterized by practices influenced by a socio-cognitive teaching strategy, adopted from moderate to large extent by both teachers and students.\"}]","KINDERGARTEN TEACHERS' REPRESENTATIONS FOR THEIR SOCIO-COGNITIVE PRACTICES DURING THE NATURAL SCIENCES ACTIVITIES | PDF",1792064668]