Fostering Children’s Reasoning about Disagreements through an Inquiry-based Curriculum
Fostering Children’s Reasoning about Disagreements through an Inquiry-based Curriculum
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通过基于探究的课程培养孩子对分歧的推理
DOI：
10.1080/15248372.2019.1639713
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发表时间：
2019
影响因子：
2.1
通讯作者：
Weisberg, Deena Skolnick
中科院分区：
文献类型：
--
作者：
Haber, Amanda S.;Sobel, David M.;Weisberg, Deena Skolnick
我们调查了幼儿如何评估两个人之间的分歧，以及正规教育是否会影响这种能力。我们比较了2014-2015学年接受测试的120名一年级学生，他们接受了直接指导式课程，与2016-2017学年在同一学校系统接受测试的112名一年级学生，他们接受了探究性课程。所有的孩子都被分配了一个信念推理任务，测试他们评估关于事实、解释和偏好问题的分歧的能力。儿童对不同解释或偏好的评价并不因课程而异。接受探究式课程的儿童比接受直接指导式课程的儿童更有可能正确解决有关事实的分歧。当被要求证明他们对事实的不同看法时，接受探究式课程的孩子更多地依赖于对世界状况的考察。我们建议以探究为基础的课程培养对第一手经验如何创造知识的更大欣赏。
We investigated how young children evaluate disagreements between two people and whether formal education affects this capacity. We compared 120 first graders tested during the 2014–2015 academic year, who received a direct instruction-based curriculum, with 112 first graders tested in the same school system during the 2016–2017 academic year, who received an inquiry-based curriculum. All children were given a belief reasoning task that tested their ability to evaluate disagreements about matters of fact, matters of interpretation, and matters of preference. Children’s evaluations of disagreements about interpretations or preferences did not differ depending on curriculum. Children who received an inquiry-based curriculum were more likely to resolve disagreements concerning facts correctly than children who received a direct instruction-based curriculum. When asked to justify their responses to disagreements about facts, children who received the inquiry-based curriculum relied more on an examination of the state of the world. We suggest that an inquiry-based curriculum fosters a greater appreciation for how first-hand experiences can create knowledge.
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影响因子：
4.6
作者：
Corriveau, Kathleen H.;Kurkul, Katelyn E.
通讯作者：
Kurkul, Katelyn E.
影响因子：
6.2
作者：
Barzilai, Sarit;Eshet-Alkalai, Yoram
通讯作者：
Eshet-Alkalai, Yoram
儿童和青少年元认知知识的发展：主要趋势和对教育的启示
DOI：
10.1111/j.1751-228x.2008.00041.x
发表时间：
2008
期刊：
Mind, Brain, and Education
影响因子：
--
作者：
W. Schneider
通讯作者：
W. Schneider
应用学习策略时通过元认知自我调节提高学生的科学文本理解能力
影响因子：
3.3
作者：
Claudia Leopold;D. Leutner
通讯作者：
D. Leutner
影响因子：
4
作者：
Mills, Candice M.
通讯作者：
Mills, Candice M.