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Question: Discuss about theEducation for Child Psychology and Developmental Science. Answer: Concept probed Activity used to probe the concept Method used to probe childrens understandings An object floats if it is light for its size and sink if it is heavy for its size Doing experiment using figure objects in water Drawings Questions Whether an object floats depending on the material it is made of and not its weight Experiment on sinking made of different materials Drawings Questions The activity used in the probing of the floating and sinking concept is mainly experiments. Due to the young age of the children, it will be challenging for them to concentrate and try to understand the concept of floating and sinking if there are no illustrations on what the idea is about. This calls for the use of a technique that will attract their attention and ensure they are eager to learn what is just yet to be taught to them(Gamble, 2013, p.89). By bringing the experimental items into the class, some of which they have not seen before, their curiosity will be enhanced and thus it will be very easy to elaborate to tem the concept of floating and sinking. Still, the use of experiment facilitate the ability of the children to easily recall the concepts they shall have been taught. The young children have minds that have not matured up and thus have challenges recalling what they heard. It is instead easier for them to vividly narrate what they saw even though it might not be as clear as it exactly was at the time of experience(Arif, 2012, p.152). The experiments are thus yet another avenue for ensuring that the children are able to easily remember what they have learnt. Experiments are a way of engaging the children in the learning process and thus shifting the mode of learning from teacher centered to student centered. This gives the children an opportunity to learn numerous things by themselves as opposed to listening as the teacher narrates everything to them(Crowell, 2013, p.58). During the experiments, data is collected and observations are made. Data collections and the observations are made by the children as the role of the instructor will be centered on facilitating asking questions as well as drawing the attention of the children to the interesting results achieved. When properly designed, the experiments serve to rule out the misconceptions that the children have been holding and give attention to the ideas that will be needed by the children in order to properly understand so as to enhance deeper and further learning. The children illustrated having a rough idea on what floating and sinking is following their responses to the various questions they were asked. The questions were of various types and from their responses it was established that they had to some extent information on floating(Lerner, 2015, p.117). Most of the questions they were asked were open ended questions so as to get their idea without necessarily confining their though a specific thing when it comes to floating. Asked to define what floating and sinking was, the responses were found to be within the science concept. Whereas they had challenges with the choice of words to define floating, they were able to establish that sibling refers to when an object disappears. In their explanation, the disappearance was not with regard to any liquid but rather just technical loss of existence from the sight(Smith, 2015, p.187). With reference to alternative conceptions, research was done to establish what conceptions the children held behind the sinking and floating of objects(Santos, 2011, p.148). While one of the conceptions was big things sinks and small ones float, another one was that an object would sink if the surface above the water of a floating objet was cut out. The first conception was an attempt to explain the difference in the sinking properties of various materials. This was in line with the misconceptions held by one of the children that big things are heavy and have to sink while small things are light in weight and therefore remain suspended over the water. This conception assumed that sinking and floating are affected by the size of an object as opposed to the shape among other scientific illustrations(Papathanasiou, 2012, p.102). The second misconception was founded on the argument that the part of a floating object that remains suspended over the water is the part that floats while the other part submerged sinks. This conception held the notion that a single object can sink and float at the same time. Questioning helped the children gained insights into the floating and sinking concept and thus could easily understand the experiment as they went into it(McTighe, 2013, p.88). Open ended questions gave the children an opportunity to say anything on what they know and have heard about on sinking and floating. Through this any misconceptions were noted and left to be tested during the experiment. Productive and unproductive questions helped opening up the knowledge of the children on the concept and encouraging discussion among the children respectively(Sussman, 2015, p.145). The questioning session dwelt so much on open ended questions and closed ended questions due to the limited range of knowledge on the topic by the children. Through the use of these question types the children could directly be involved and as not have to strain their minds thinking too deep into the concept. Probing the understanding of each child is important in gaining knowledge on the prior information that a child has on a concept and establishing the level of misconceptions in the knowledge held. Still, probing aids the facilitation in establishing which areas needs to more attention and focus when delivering a concept to a child(Fisher, 2015, p.116). Children have different levels of weakness and varied understandings which might only be established through probing. In dealing with the childrens prior knowledge, I will adopt the following strategies: Avoid overdoing it to avoid being carried away by the contents of such information. Prior knowledge should only be used to engage what the learner knows on the concept prior to learning the topic as opposed to forming the basis of the discussion of the concept(McTighe, 2013, p.99). Use of multiple reading to solve problems that are brought about by prior knowledge especially in cases where the prior knowledge is mainly misconceptions- Alternatively the use of different numerous experiments would help in solving any issues that arise from prior knowledge. The children will gain full understanding and confidence in what they are learning and thus easily drop their previous incorrect knowledge following experimental results established. Only handle prior knowledge should it likely to bring about understanding problems. Making straight points which are not clear are important aspect of dealing with prior knowledge. Under circumstances that prior knowledge coincides with the hypothesis of the science concept, it is prudent to proceed to explaining and illustrating the concept to the learners without necessarily having to dwell so much on the prior knowledge(Arif, 2012, p.104). References Arif, M.M., 2012. Probing Understanding: Emergent Second Language Readers' Visual Literacy. 3rd ed. New York: Jabatan Pendidikan Bahasa dan Literasi, Fakulti Pendidikan, Universiti Malaya. Crowell, S.G., 2013. The Prism of the Self: Philosophical Essays in Honor of Maurice Natanson. 3rd ed. New York: Springer Science Business Media. Fisher, D., 2015. Checking for Understanding: Formative Assessment Techniques for Your Classroom, 2nd edition. 5th ed. New York: ASCD. Gamble, T.K., 2013. Interpersonal Communication: Building Connections Together. 3rd ed. Kansas: SAGE Publications. Lerner, R.M., 2015. Handbook of Child Psychology and Developmental Science, Socioemotional Processes. 4th ed. New York: John Wiley Sons. McTighe, J., 2013. Essential Questions: Opening Doors to Student Understanding. 3rd ed. London: ASCD. Papathanasiou, I., 2012. Aphasia and Related Neurogenic Communication Disorders. 4th ed. Manchester: Jones Bartlett Publishers. Santos, E., 2011. Catalysis in Electrochemistry: From Fundamental Aspects to Strategies for Fuel Cell Development. 5th ed. London: John Wiley Sons. Smith, D.G., 2015. Strata and Time: Probing the Gaps in Our Understanding. 4th ed. London: Geological Society of London. Sussman, E.S., 2015. Probing auditory scene analysis. 5th ed. Beijing: Frontiers E-books.