The role of diverse instruction in conceptual change
UNSPECIFIED (2003) The role of diverse instruction in conceptual change. In: Biennial Meeting of the Society-for-Research-in-Child-Development, MINNEAPOLIS, MINNESOTA, APR 19-20, 2001. Published in: JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 86 (4). pp. 253-276.Full text not available from this repository.
Official URL: http://dx.doi.org/10.1016/j.jecp.2003.09.002
This study examined how a fundamental principle of induction and scientific reasoning, information diversity, could be used to promote change in children's mental models of the earth's shape. Six-year-old children (N = 132) were randomly allocated to a control or to one of two training conditions. Some training groups received instruction that simultaneously challenged children's beliefs concerning (a) why the earth appears flat to a surface observer and (b) the role of gravity. Others received instruction that repeatedly challenged only one of these beliefs. An adaptation of the Vosniadou and Brewer (1992, Cognitive Psychology 24, 535-585) protocol for identifying mental models of the earth was administered before and after instruction. Both instruction methods produced increases in factual knowledge. Only children receiving instruction about two core beliefs, however, showed an increased rate of acceptance of a spherical earth model at posttest. The findings show that instruction that challenges diverse aspects of children's naive scientific beliefs is more likely to produce conceptual change. (C) 2003 Elsevier Inc. All rights reserved.
|Item Type:||Conference Item (UNSPECIFIED)|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Journal or Publication Title:||JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY|
|Publisher:||ACADEMIC PRESS INC ELSEVIER SCIENCE|
|Number of Pages:||24|
|Page Range:||pp. 253-276|
|Title of Event:||Biennial Meeting of the Society-for-Research-in-Child-Development|
|Location of Event:||MINNEAPOLIS, MINNESOTA|
|Date(s) of Event:||APR 19-20, 2001|
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