How parent explanation changes what children learn from everyday scientific thinking

被引：110

作者：

Fender, Jodi G. ^{[1
]}

Crowley, Kevin ^{[1
]}

机构：

[1] Univ Pittsburgh, Ctr Learning Res & Dev, Pittsburgh, PA 15260 USA

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2007年 / 28卷 / 03期

基金：

美国国家科学基金会;

关键词：

parent-child activity; explanation; scientific reasoning; informal learning; museum learning; everyday activity;

D O I：

10.1016/j.appdev.2007.02.007

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Two studies examined how parent explanation changes what children learn from everyday shared scientific thinking. In Study 1, children between ages 3- and 8-years-old explored a novel task solo or with parents. Analyses of children's performance on a subsequent posttest compared three groups: children exploring with parents who spontaneously explained to them; children exploring with parents who did not explain; and children exploring solo. Children whose parents had explained were most likely to have a conceptual as opposed to procedural understanding of the task. Study 2 examined the causal effect of parent explanations on children's understanding by randomly assigning children to conditions in which they were or were not provided explanation while exploring a novel task with an adult. Children who heard explanations were more likely to switch from procedural to conceptual understanding. Results are discussed with respect to the role of everyday explanation in the development of children's scientific thinking. (C) 2007 Elsevier Inc. All rights reserved.

引用

页码：189 / 210

页数：22

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