| Edition |
First edition. |
| Description |
1 online resource (xx, 305 pages) |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
From theory to application and back: following in the giant footsteps of David Klahr -- The learning of science and the science of learning: the role of analogy -- Does folk science develop? -- The evolved mind and scientific discovery -- Educational neuroscience: applying the Klahrian method to science education -- Is development domain specific or domain general? a third alternative -- Simulating discovery and education in a soccer science world -- Moving young "scientists-in-waiting" onto science learning pathways: focus on observation -- Supporting inquiry about the foundations of evolutionary thinking in the elementary grades -- Engineering in and for science education -- To teach or not to teach through inquiry -- Epistemic foundations for conceptual change -- Patterns, rules, and discoveries in life and in science. |
| Summary |
"The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent tracks. A major exception to this trend is represented in the multifaceted work of David Klahr. His lifelong effort to integrate a detailed understanding of children's reasoning and skill acquisition with the role of education in influencing and facilitating scientific exploration has been essential to the growth of these fields. In this volume, a diverse group of stellar contributors follow Dr. Klahr's example in examining the practical implications of our insights into cognitive development for children in the classroom. Authors discuss such wide-ranging ideas as the evolution of "folk science" in young children and the mechanisms that underlie mathematical understanding, as well as mental models used by children in classroom activities. The volume's lessons will have profound implications for STEM education, and for the next generation of scientists"--Publicity materials. (PsycINFO Database Record (c) 2012 APA, all rights reserved). |
| Note |
Description based on print version record. |
|
GMD: electronic resource. |
| Subject |
Science -- Methodology.
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Reasoning in children.
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Science -- Psychology.
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Constructivism (Education)
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Science -- methods.
|
| Added Author |
Carver, Sharon M.
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Shrager, Jeff.
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| Other Form: |
Print version: journey from child to scientist. 1st ed. Washington, D.C. : American Psychological Association, c2012 9781433811388 (DLC) 2011052352 (OCoLC)760978570 |
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