On the Complex Relation Between Cognitive Developmental Research and Children’s Science Curricula
On the Complex Relation Between Cognitive Developmental Research and Children’s Science Curricula
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论认知发展研究与儿童科学课程之间的复杂关系
DOI：
10.3102/00346543067001151
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发表时间：
1997
影响因子：
11.2
通讯作者：
Kathleen E. Metz
中科院分区：
文献类型：
--
作者：
Kathleen E. Metz
我之前的文章（Metz, 1995）确定了几个关于小学生科学推理能力的假设，这些假设经常被用于构建“发展适当”的科学课程。那篇文章将这些假设的起源追溯到对皮亚杰一段作品的解释，然后批评了皮亚杰语料库基础上的这些假设，以及当代认知发展研究文献。鉴于发展研究构成了我批评这些假设和制定替代建议的主要基础，我对迪安娜·库恩（1997）的论点感到惊讶，他认为这篇文章可以被解读为暗示发展文献已经“失败”了科学教育者，建议他们去其他地方寻找他们的课程设计。然而，我确实认为，体现在当代研究传统中的认知发展研究与儿童科学课程之间的关系从根本上来说是复杂的。本文考察了认知发展研究传统的三个相互关联的特征，这些特征导致了这种关系的复杂性：(a)它倾向于将表现上的缺陷归因于儿童所处的阶段，并假设这些缺陷会随着认知发展的充分进步而消失；(b)经常将知识薄弱与基于发展的认知缺陷混为一谈；(c)强调对儿童思维的基于阶段的严格约束，而忽视了可变性和变化。
My earlier article (Metz, 1995) identified several assumptions about elementary school children’s scientific reasoning abilities that have frequently been used for the purpose of framing “developmental appropriate” science curricula. That article traced the origin of those assumptions to an interpretation of a segment of Piaget’s writings and then critiqued those assumptions of the basis of Piaget’s corpus, as well as the contemporary cognitive developmental research literature. Given that developmental research constituted the primary base on which I critiqued these assumptions and formulated alternative recommendations, lam surprised by Deanna Kuhn’s (1997) contention that the article could be read as suggesting that the developmental literature has “failed” science educators and that they would be advised to look elsewhere to inform their curricular design. Nevertheless, I do consider the relation between cognitive developmental research, as embodied in the contemporary research tradition, and children’s science curricula as fundamentally complex. This essay examines three interrelated characteristics of the cognitive developmental research tradition that contribute to the complexity of this relationship: (a) its tendency to attribute shortcomings in performance to the child’s stage, with the assumption that these shortcomings will disappear with sufficient advancement of cognitive development; (b) the frequent confounding of weak knowledge with developmentally based cognitive deficiencies; and (c) the emphasis of robust stage-based constraints on children’s thinking, to the neglect of variability and change.
认知发展的机制。
影响因子：
24.8
作者：
Siegler,RS
通讯作者：
Siegler,RS