期刊
CHILD DEVELOPMENT PERSPECTIVES
卷 8, 期 2, 页码 101-106出版社
WILEY
DOI: 10.1111/cdep.12070
关键词
causal reasoning; children's museums; cognitive development; early childhood; early science learning; explanation; exploration; generalization; informal learning; science museums; scientific reasoning; self-explanation
资金
- Economic and Social Research Council [ES/I005455/1] Funding Source: researchfish
- ESRC [ES/I005455/1] Funding Source: UKRI
Both explanation and exploration can foster causal learning, yet the mechanisms underlying these effects are largely unknown, especially in early childhood. In this article, I provide an overview of research on the relation among explanation, exploration, and the development of scientific reasoning. I propose that explaining and exploring operate in tandem as hypothesis-generating and hypothesis-testing mechanisms. I review evidence that supports this claim by demonstrating that inconsistency with prior knowledge selectively motivates children to construct explanations, guides discovery-oriented behavior, and drives the early-developing capacity to reason scientifically. I conclude with a discussion of the educational applications of research on the development of children's scientific reasoning in informal learning settings.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据