related to
Experimental science activities in primary school enable important cross-curricular learning for children at the levels of understanding, critical thinking and oral and written expression (Charpack 2005
; Partridge 2006
; Harlen 2007
). When carried out in an atmosphere of freedom of communication and respect for others’ opinions, they give rise to situations that encourage children to talk, communicate, discuss ideas, describe, interpret and challenge the results of observations; and learn and use new words to explain and sort their own ideas (Harlen 2007
).
It has been shown that the theme of microorganisms can be explored in the first years of schooling by using experimental activities (Mafra and Lima 2009
; Byrne 2011
; Mafra 2012
). Indeed, the natural curiosity of primary school children is a gateway to effective learning about and better understanding of microorganisms (Jones and Rua 2006
). In fact, some studies have shown that children are able to learn about these little beings from an early age (Byrne and Sharp 2006
; Mafra and Lima 2009
; Byrne 2011
). However, it turns out that even after formal education on the subject, many children continue to retain alternative and contradictory ideas about the action of microorganisms that seem to endure over time. Many such ideas on microorganisms are rooted in segmented information acquired over time, are usually acquired in the family and are not based on scientific information (Byrne and Sharp 2006
). Such conceptions are sometimes very resistant, making conceptual change difficult and thus constituting epistemological learning obstacles (Bachelard 1938
; Carvalho et al. 2004
; Carvalho and Clément 2007
; Carvalho 2007
).
Furthermore, understanding of the notion of ‘being microscopic’ is difficult, especially for young children, because it is something that cannot be seen with the naked eye. This fact points to the need to ensure children in their very early years observe live microorganisms under the microscope, and also carry out harmless experimental activities that facilitate real contact with these organisms. It was in this context that the classroom activities in our study were designed, in order to facilitate primary school pupils’ learning about microbiology in basic education and contributing to a better understanding of issues related to oral hygiene. Thus, the main objectives of the practical activities consisted of making students find out they have microorganisms in the mouth and recognise the effectiveness of the process of teeth-brushing as a contribution to reducing the amount of these microorganisms, thus contributing to the promotion of oral health and prevention of dental caries.
In several countries, microorganisms are included in the science curriculum and curriculum guidelines, reflecting the importance of the topic (Byrne and Sharp 2006
). In contrast, in Portugal this theme is not explicit in the primary school national programme or in textbooks; however, there is some content that addresses the issue indirectly or is associated with it (Mafra and Lima 2009
; Mafra 2012
).
The present work intends to join the learning of basic concepts of microbiology with health education, and more precisely oral hygiene education. The main goal was to evaluate whether the 9–10-year-old children carrying out experimental activities were able to: (1) recognise they have microorganisms in their mouth, (2) learn about simple concepts of microorganism growth, (3) verify the effectiveness of the process of teeth-brushing in decreasing the amount of microorganisms in the mouth, and so (4) understand the importance of teeth-brushing for the prevention of dental caries
related toExperimental science activities in primary school enable important cross-curricular learning for children at the levels of understanding, critical thinking and oral and written expression (Charpack 2005; Partridge 2006; Harlen 2007). When carried out in an atmosphere of freedom of communication and respect for others’ opinions, they give rise to situations that encourage children to talk, communicate, discuss ideas, describe, interpret and challenge the results of observations; and learn and use new words to explain and sort their own ideas (Harlen 2007).It has been shown that the theme of microorganisms can be explored in the first years of schooling by using experimental activities (Mafra and Lima 2009; Byrne 2011; Mafra 2012). Indeed, the natural curiosity of primary school children is a gateway to effective learning about and better understanding of microorganisms (Jones and Rua 2006). In fact, some studies have shown that children are able to learn about these little beings from an early age (Byrne and Sharp 2006; Mafra and Lima 2009; Byrne 2011). However, it turns out that even after formal education on the subject, many children continue to retain alternative and contradictory ideas about the action of microorganisms that seem to endure over time. Many such ideas on microorganisms are rooted in segmented information acquired over time, are usually acquired in the family and are not based on scientific information (Byrne and Sharp 2006). Such conceptions are sometimes very resistant, making conceptual change difficult and thus constituting epistemological learning obstacles (Bachelard 1938; Carvalho et al. 2004; Carvalho and Clément 2007; Carvalho 2007).Furthermore, understanding of the notion of ‘being microscopic’ is difficult, especially for young children, because it is something that cannot be seen with the naked eye. This fact points to the need to ensure children in their very early years observe live microorganisms under the microscope, and also carry out harmless experimental activities that facilitate real contact with these organisms. It was in this context that the classroom activities in our study were designed, in order to facilitate primary school pupils’ learning about microbiology in basic education and contributing to a better understanding of issues related to oral hygiene. Thus, the main objectives of the practical activities consisted of making students find out they have microorganisms in the mouth and recognise the effectiveness of the process of teeth-brushing as a contribution to reducing the amount of these microorganisms, thus contributing to the promotion of oral health and prevention of dental caries.In several countries, microorganisms are included in the science curriculum and curriculum guidelines, reflecting the importance of the topic (Byrne and Sharp 2006). In contrast, in Portugal this theme is not explicit in the primary school national programme or in textbooks; however, there is some content that addresses the issue indirectly or is associated with it (Mafra and Lima 2009; Mafra 2012).The present work intends to join the learning of basic concepts of microbiology with health education, and more precisely oral hygiene education. The main goal was to evaluate whether the 9–10-year-old children carrying out experimental activities were able to: (1) recognise they have microorganisms in their mouth, (2) learn about simple concepts of microorganism growth, (3) verify the effectiveness of the process of teeth-brushing in decreasing the amount of microorganisms in the mouth, and so (4) understand the importance of teeth-brushing for the prevention of dental caries
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