"A novel attempt to explain why teens and adults often struggle with scientific explanation even thought young children clearly possess impressive causal reasoning skills"--
"A novel attempt to explain why teens and adults often struggle with scientific explanation even thought young children clearly possess impressive causal reasoning skills"--Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Deena Skolnick Weisberg is Assistant Professor in the Department of Psychological and Brain Sciences at Villanova University, where she directs the Scientific Thinking and Representation (STAR) Laboratory. David M. Sobel is Professor in the Department of Cognitive, Linguistic, and Psychological Sciences at Brown University, where he directs the Causality and Mind Lab. He is coeditor of Cognitive Development in Museum Settings: Relating Research to Practice.
Inhaltsangabe
Acknowledgments ix I The Foundations of Scientific Thinking 1 How Do We Develop the Capacity to Think Scientifically? 3 2 The Evolution of Rational Constructivism 21 3 Beyond Rational Constructivism 61 II Bridging Causal Reasoning to Scientific Thinking 5 A New Blicket Detector Task 125 6 Contextualization in Causal Reasoning and Scientific Thinking 135 7 Causal Reasoning and the Development of Metacognitive Thinking: Cross-Sectional and Longitudinal Investigations 153 III Children's Explicit Definitions of Abstract Concepts 8 Children's Definitions of "Science" 177 9 Children's Definitions of "Learning" and "Teaching" 219 10 Children's Definitions of "Pretending" 239 IV Conclusion 11 What Does It Mean to Engage in Scientific Thinking? 271 Notes 289 References 307 Index 359
Acknowledgments ix I The Foundations of Scientific Thinking 1 How Do We Develop the Capacity to Think Scientifically? 3 2 The Evolution of Rational Constructivism 21 3 Beyond Rational Constructivism 61 II Bridging Causal Reasoning to Scientific Thinking 5 A New Blicket Detector Task 125 6 Contextualization in Causal Reasoning and Scientific Thinking 135 7 Causal Reasoning and the Development of Metacognitive Thinking: Cross-Sectional and Longitudinal Investigations 153 III Children's Explicit Definitions of Abstract Concepts 8 Children's Definitions of "Science" 177 9 Children's Definitions of "Learning" and "Teaching" 219 10 Children's Definitions of "Pretending" 239 IV Conclusion 11 What Does It Mean to Engage in Scientific Thinking? 271 Notes 289 References 307 Index 359
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