Conceptual Structure in Childhood and Adolescence: The Case of Everyday Physics
Conceptual Structure in Childhood and Adolescence: The Case of Everyday Physics
复制标题
童年和青少年时期的概念结构：以日常物理为例
DOI：
10.4324/9781315626772
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发表时间：
1998
影响因子：
3.7
通讯作者：
C. Howe
中科院分区：
文献类型：
--
作者：
C. Howe
“热量会分解木炭并释放二氧化硫”； “空气对重物的拉力更快”。这些以及其他未受过物理教育的学龄儿童的类似言论传达了两个信息。首先，儿童在接受教育之前对物理世界的概念与公认的科学智慧相去甚远；其次，尽管儿童观念缺乏正统性，但却具有明确的因果机制。这种机制感是本书关注的焦点，因为它提出了对心理学理论和教育实践都至关重要的问题。特别是，一些心理学家声称人类认知是按照理论的因果机制组织起来的。这对教学具有特殊的意义。儿童思维中存在与物质世界相关的因果机制是否支持这些心理学家的观点？这对科学教学有影响吗？克里斯汀·豪 (Christine Howe) 回顾了与教学前概念相关的三个广泛主题领域的证据：热量和温度；力和运动；漂浮和下沉。讨论了广泛发表的作品，包括作者自己的研究。此外，首次报道了一项涵盖所有三个主题领域的新研究。传达的信息是，因果机制确实可以发挥组织作用，换句话说，未经训练的认知可以是真正的理论性的。得出这些结论后，克里斯汀·豪讨论了它们在认知发展和教育实践方面的意义。概述了一个模型，该模型将皮亚杰的行动基础与维果茨基的文化象征主义相结合，并为课堂传达了独特的信息。 《童年和青春期的概念结构》对于认知和发展心理学家以及科学教育者来说都是有用的。
'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.