Conservation Task 2 Conservation of Liquid This is a conservation of liquid

Conservation task 2 conservation of liquid this is a

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Conservation Task 2 (Conservation of Liquid) This is a conservation of liquid task. In this task, I started by pouring an identical amount of blue-colored water into two identical and clear glasses. I then asked the children whether the two glasses have the same amount of liquid. I asked, which glass has more water? Furthermore, I adjusted the volumes in each glass until the children agreed that the two glasses have the same amount. Subsequently, I poured the liquid from one of the glasses into a thinner, taller, and clear glass. I asked the children whether the amount of liquid is the same in both the glasses, or one has more liquid than the other. If either child X or child Y replied that one has more, the child would identify which glass. Besides, the children justified their judgement, whether the two glasses were having either the same or different amounts of liquid. I recorded the responses.
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PREOPERATIONAL AND CONCRETE OPERATIONAL THINKING 6 Egocentrism Task (Level 1) I took three sheets of heavy paper that are identical and put on each of the six sides of an object. All the pictures were different. I showed the children each side of the three sheets of heavy paper to enable them to label the object he or she sees. When I was satisfied that the children could name the objects, I picked up one of the double- sided sheets and held it up for the children to see one side as the other side facing me. Consequently, I asked the children what they observed and what they thought I observed. I repeated the process with the other two sheets and recorded my responses. Egocentrism Task (Level 2) I placed one of the double-sided paper sheets flat on the surface between the children and myself. The sheet faced the children. I ask the children their observation of the picture. Also, I asked the children how I saw the picture. I repeated the process with two more paper sheets and recorded my responses. Results Conservation Task 1 For child X (3-year-old), the two pieces of clay have different amounts of clay. The long narrow shape has more clay than the other one. The justification for this answer is that one piece of clay has been adjusted and is longer than before, thus has more clay than the other one. This child describes what she practically observe without engaging any thought processes. Conversely, according to child Y (8-year-old), the two pieces of clay have the same amount of clay. The reason is due to the fact the quantity of any substance will remain the same despite the transformation of apparent shape. In
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PREOPERATIONAL AND CONCRETE OPERATIONAL THINKING 7 doing so, Child Y demonstrates a high ability to engage thought processes to note underlying differences. Conservation Task 2 According to child X (3-year-old), the amount of liquid in both the taller and shorter glass is different. The taller, thinner glass has more liquid compared to the shorter glass. The logic behind this answer is that the appearance has changed, so has the amount. Child X began to participate in symbolic play and manipulation of observations. This child does not recognize concrete logic at this stage. For child Y (8- year-old), the answer is affirmative; both the taller and shorter glass have the same amount of liquid. The reason is that when liquid is poured into the taller glass, the
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