The understanding of children’s ideas tends to influence what students gain from instruction and plays a crucial role in providing data for people who are interested in developing the curriculum, textbooks and teachers. While the critical practice of classification is implemented in a number of scientific arenas, it is recognised as being particularly important in the biological sciences, for the determination of living and nonliving things and for the taxonomy of living things (So & Ching, 2015). In biology, the key concept in classification is the differentiation of living and nonliving things. However, there are gaps in the literature in regards to the particular area of children’s ability to classify plants and animals as living things. In fact, most children’s perceptions and knowledge of plants and animals are poor, with their understanding only extending to a few species. Furthermore, very little is known about the knowledge of early-grade-school children pertaining to plants and animals in the context of Saudi Arabia. As very few studies are available on first-grade (6-year-old) school children’s knowledge of living things in the Saudi Arabian context, it is reasonable to infer that children in this location have not been extensively examined in terms of their ability to justify their classifications of living or nonliving things. Earlier work has indicated that is only by age 10 or 11 that these children develop an understanding that plants reproduce and grow, and that such properties are criteria for living organisms (Piaget, 1929). Young children enter formal education with their own prior understanding of the world, scientific concepts and knowledge, all of which affect their school learning of science (Driver et al., 1985; Osborne & Freyburg, 1985). Thus, it is necessary for teachers to be aware of children’s misconceptions when planning their lessons, although this is not always done due to a lack of time; rather, teachers tend to make assumptions regarding a base level of students’ knowledge. The present research adopted the view that children’s knowledge of living things is usually developed through cultural tools, examples of which include language and iPads. It is also held that learning is far more effective when learning experiences are practical. Moreover, early scientific experiFayadh Hamed Alanazi Jouf University, Saudi Arabia Abstract. This semi-empirical research

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使用 iPad 对沙特儿童对生活事物的分类和理由的影响：社会文化学习视角

对儿童想法的理解往往会影响学生从教学中获得的东西，并在为有兴趣开发课程、教科书和教师的人们提供数据方面发挥着至关重要的作用。虽然分类的关键实践已在许多科学领域实施，但它被认为在生物科学中特别重要，用于确定生物和非生物以及生物分类（So＆Ching，2015）。在生物学中，分类的关键概念是生物和非生物的区分。然而，关于儿童将植物和动物分类为生物的特定领域，文献中存在空白。其实大部分孩子对植物和动物的认知和知识都是贫乏的，他们的理解只扩展到少数物种。此外，在沙特阿拉伯的背景下，对学龄前儿童与植物和动物有关的知识知之甚少。由于很少有关于沙特阿拉伯背景下一年级（6 岁）学童的生物知识的研究，因此可以合理地推断，该地区的儿童在他们的能力方面没有得到广泛的检查。证明他们对生物或非生物的分类是合理的。早期的研究表明，只有到 10 或 11 岁时，这些儿童才能理解植物繁殖和生长，并且这些特性是生物体的标准（Piaget，1929）。幼儿以自己对世界的先验理解、科学概念和知识进入正规教育，所有这些都会影响他们在学校学习科学（Driver et al., 1985; Osborne & Freyburg, 1985）。因此，教师在计划课程时有必要了解孩子们的误解，尽管由于时间不够，这并不总是如此；相反，教师倾向于对学生的基础知识水平做出假设。目前的研究认为，儿童对生物的知识通常是通过文化工具发展起来的，例如语言和 iPad。人们还认为，当学习经验是实用的时，学习会更有效。此外，沙特阿拉伯法耶兹·哈米德·阿拉纳齐·约夫大学的早期科学经验摘要。本次半实证研究 教师在计划课程时有必要了解孩子们的误解，尽管由于时间不够，这并不总是这样做；相反，教师倾向于对学生的基础知识水平做出假设。目前的研究认为，儿童对生物的知识通常是通过文化工具发展起来的，例如语言和 iPad。人们还认为，当学习经验是实用的时，学习会更有效。此外，沙特阿拉伯法耶兹·哈米德·阿拉纳齐·约夫大学的早期科学经验摘要。本次半实证研究 教师在计划课程时有必要了解孩子们的误解，尽管由于时间不够，这并不总是这样做；相反，教师倾向于对学生的基础知识水平做出假设。目前的研究认为，儿童对生物的知识通常是通过文化工具发展起来的，例如语言和 iPad。人们还认为，当学习经验是实用的时，学习会更有效。此外，沙特阿拉伯法耶兹·哈米德·阿拉纳齐·约夫大学的早期科学经验摘要。本次半实证研究 教师倾向于对学生的知识基础水平做出假设。目前的研究认为，儿童对生物的知识通常是通过文化工具发展起来的，例如语言和 iPad。人们还认为，当学习经验是实用的时，学习会更有效。此外，沙特阿拉伯法耶兹·哈米德·阿拉纳齐·约夫大学的早期科学经验摘要。本次半实证研究 教师倾向于对学生的知识基础水平做出假设。目前的研究认为，儿童对生物的知识通常是通过文化工具发展起来的，例如语言和 iPad。人们还认为，当学习经验是实用的时，学习会更有效。此外，沙特阿拉伯法耶兹·哈米德·阿拉纳齐·约夫大学的早期科学经验摘要。本次半实证研究