Conceptual structure in childhood and adolescence the case of everyday physics
Heat breaks up charcoal and puts sulphur dioxide in'; 'The air pulls faster on heavy masses'. These and other similar statements by school-aged children untutored in physics carry two messages. First, children's pre-instructional conceptions of the physical world are a far cry fr...
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| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Abingdon, Oxon :
Routledge
2016.
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| Colección: | EBSCO Academic eBook Collection Complete.
Psychology revivals. |
| Acceso en línea: | Conectar con la versión electrónica |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b44664904*spi |
| Sumario: | Heat breaks up charcoal and puts sulphur dioxide in'; 'The air pulls faster on heavy masses'. These and other similar statements by school-aged children untutored in physics carry two messages. First, children's pre-instructional conceptions of the physical world are a far cry from the received wisdom of science; second, despite their lack of orthodoxy, children's conceptions carry a definite sense of causal mechanism. This sense of mechanism is the focal concern of this book for it raises issues of central importance to both psychological theory and educational practice. In particular, some psychologists have claimed that human cognition is organised around causal mechanisms along the lines of a theory. This carries specific implications for teaching. Does the existence in children's thinking of causal mechanisms relating to the physical world support these psychologists? Does this have consequences for the teaching of science? Christine Howe reviews evidence relating to pre-instructional conceptions in three broad topic areas: heat and temperature; force and motion; floating and sinking. A wide range of published work is discussed, including the author's own research.; In addition, a new study covering all three topic areas is reported for the first time. The message is that causal mechanisms can indeed play an organising role, that untutored cognition can in other words be genuinely theoretical. Having drawn these conclusions, Christine Howe discusses their meaning in terms of both cognitive development and educational practice. A model is outlined which synthesises Piagetian action-groundedness with Vygotskyan cultural-synbolism and has a distinctive message for classrooms. Conceptual Structure in Childhood and Adolescence will be useful to cognitive and developmental psychologists and to science educators alike. |
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| Descripción Física: | 1 recurso electrónico |
| Formato: | Forma de acceso: World Wide Web. |
| Bibliografía: | Incluye referencias bibliográficas e índice. |
| ISBN: | 9781317236030 9781315626772 9781317236047 9781317236023 9781138647893 9781138647923 |
