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.

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Abstract

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
ISSN:	0022-0965
Date:	December 2003
Volume:	86
Number:	4
Number of Pages:	24
Page Range:	pp. 253-276
Identification Number:	10.1016/j.jecp.2003.09.002
Publication Status:	Published
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
URI:	http://wrap.warwick.ac.uk/id/eprint/9089

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