The expansion thermometer in preschoolers’ thinking

Maria Kampeza, Angeliki Vellopoulou, Glykeria Fragkiadaki, Konstantinos Ravanis

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3 Citations (Scopus)


Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers’ representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.

Original languageEnglish
Pages (from-to)185-193
Number of pages9
JournalJournal of Baltic Science Education
Issue number2
Publication statusPublished - Apr 2016
Externally publishedYes


  • Expansion thermometer
  • Preschool education
  • Preschoolers’ representations
  • Science and technology education

Cite this

Kampeza, M., Vellopoulou, A., Fragkiadaki, G., & Ravanis, K. (2016). The expansion thermometer in preschoolers’ thinking. Journal of Baltic Science Education, 15(2), 185-193.