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Young children's beliefs about causal systems: Learning about belief revision in the lab and in museums

幼儿对因果系统的信念：在实验室和博物馆中了解信念修正

基本信息

批准号：
1661068
负责人：
David Sobel
金额：
$ 77.63万
依托单位：
Brown University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2021-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661068&HistoricalAwards=false
关键词：
Young children beliefs about causal

项目摘要

One of the most important processes in scientific thinking is belief revision: the ability to change an initial hypothesis in light of new evidence. In order to do this, children must be able to do two things. First, they must be able to reason about how the world works so that they can understand the causal systems they encounter, such as what causes earthquakes. Second, children must be able to think about their own knowledge and the process of learning so that they will know whether and how to change their beliefs about causal systems. This project seeks to (1) discover how the capacity for belief revision develops in the early elementary-school years, (2) explore how this capacity relates to children's awareness of their own learning, and (3) describe how both of these processes relate to children's interactions with museum exhibits. The research team involves developmental laboratories at the University of Pennsylvania and Brown University and informal STEM learning partners at the Academy of Natural Sciences of Philadelphia and the Providence Children's Museum. The project is funded by the EHR Core Research (ECR) program which funds fundamental research that seeks to understand, build theory to explain, and suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.The project involves two lines of research, which study children's responses to different kinds of science puzzles. The first series of experiments are lab-based and vary the information that children observe and the types of exploratory actions that they can take. Children are also interviewed to find out how they think about science and learning. This design is intended to determine how different sets of evidence and different exploratory actions affect children's learning. It also addresses how children's abilities for belief revision may differ between abstract and contextualized causal systems. This line of work additionally investigates when children gain the capacity to revise their beliefs explicitly in the face of counterevidence, linking their scientific thinking capacities to their developing metacognitive abilities. The second series of experiments observes and records children's explorations of and interactions in museum exhibits. Parents and children are interviewed and asked to comment on video clips of their museum explorations. This allows the researchers to examine how naturally occurring behavior in informal learning settings affects children's learning and views about learning. Findings can illuminate how children learn to integrate evidence with their beliefs, which can inform educational policies and practices around the teaching of science. These studies can also advance researchers and museum practitioners' understanding of how museum environments foster children's growth into healthy, independent thinkers and how to support caregivers' efforts to assist children's learning.

科学思维中最重要的过程之一是信念修正：根据新证据改变最初假设的能力。为了做到这一点，孩子们必须能够做两件事。首先，他们必须能够推理世界是如何运转的，以便能够理解他们遇到的因果系统，例如地震的原因。其次，孩子必须能够思考自己的知识和学习过程，这样他们才会知道是否以及如何改变他们对因果系统的信念。该项目旨在（1）发现小学早期信念修正能力如何发展，（2）探索这种能力如何与儿童对自己学习的意识相关，以及（3）描述这两个过程如何与儿童与博物馆展品的互动相关。该研究团队包括宾夕法尼亚大学和布朗大学的发育实验室以及费城自然科学院和普罗维登斯儿童博物馆的非正式 STEM 学习合作伙伴。该项目由 EHR 核心研究 (ECR) 计划资助，该计划资助基础研究，旨在理解、建立解释理论并提出干预措施（和创新），以解决 STEM 兴趣、教育、学习和参与方面持续存在的挑战。该项目涉及两条研究线，研究儿童对不同类型科学难题的反应。第一系列实验是基于实验室的，改变了孩子们观察到的信息以及他们可以采取的探索性行动的类型。孩子们也会接受采访，以了解他们对科学和学习的看法。该设计旨在确定不同的证据组和不同的探索行为如何影响儿童的学习。它还解决了儿童的信念修正能力在抽象因果系统和情境因果系统之间可能存在的差异。这项工作还调查了儿童何时能够在面对反证据时明确修正自己的信念，将他们的科学思维能力与正在发展的元认知能力联系起来。第二系列实验观察并记录孩子们对博物馆展品的探索和互动。家长和孩子们接受采访，并被要求对他们博物馆探索的视频片段发表评论。这使得研究人员能够研究非正式学习环境中自然发生的行为如何影响儿童的学习和对学习的看法。研究结果可以阐明儿童如何学习将证据与他们的信念相结合，从而为科学教学的教育政策和实践提供信息。这些研究还可以促进研究人员和博物馆从业人员了解博物馆环境如何促进儿童成长为健康、独立的思考者，以及如何支持护理人员帮助儿童学习的努力。