The Development of Scientific Concepts in Childhood
The Development of Scientific Concepts in Childhood
复制标题
童年科学观念的发展
DOI：
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发表时间：
1987
期刊：
影响因子：
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通讯作者：
A. S. Carton
中科院分区：
文献类型：
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作者：
R. Rieber;A. S. Carton
学龄儿童科学概念的发展主要是一个实际问题，对于学校教育儿童科学概念体系的任务具有极其重要的意义。然而，这也是一个具有重大理论意义的问题。对科学概念（即真概念）的发展进行研究，必然会厘清概念形成的最基本、最本质的一般规律。这个问题包含了了解儿童心理发展整个历史的关键。因此，这必须成为我们研究儿童思维的出发点。然而，直到最近，这个问题还几乎完全没有被探索过。我们对科学概念发展的认识极其有限。我们自己的实验研究，我们将在本章中经常引用，是对这个问题的第一个系统研究。
The development of scientific concepts[10] in the school-age child is primarily a practical issue of tremendous importance for the school’s task of instructing the child in a system of scientific concepts. However, it is also an issue of tremendous theoretical significance. Research on the development of scientific concepts (i.e., true concepts) will inevitably clarify the most basic and essential general laws of concept formation. This problem contains the key to the whole history of the child’s mental development. It must, therefore, be our point of departure in studying the child’s thinking. Until recently, however, this problem has remained almost entirely unexplored. Our knowledge of the development of scientific concepts is extremely limited. Our own experimental research, which we will cite frequently in the present chapter, is among the first systematic studies of the issue.