Core Knowledge And Conceptual Change
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Author | : David Barner |
Publisher | : Oxford University Press |
Total Pages | : 409 |
Release | : 2016 |
Genre | : Language Arts & Disciplines |
ISBN | : 0190467630 |
Are humans born good? Or do children learn to be moral? Where do concepts like "democracy" and "atom" come from? This volume documents ground-breaking answers to these questions from developmental psychology, including new science on language, morality, causal explanation, and children's understanding of time, numbers, and other minds.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 221 |
Release | : 2007-11-30 |
Genre | : Education |
ISBN | : 0309106141 |
What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science.
Author | : David Barner |
Publisher | : Oxford University Press |
Total Pages | : 409 |
Release | : 2016-06-30 |
Genre | : Psychology |
ISBN | : 0190467649 |
We acquire concepts such as "atom," "force," "integer," and "democracy" long after we are born; these concepts are not part of the initial cognitive state of human beings. Other concepts like "object," "cause," or "agent" may be present early in infancy--if not innately. Processes of change occur throughout our conceptual development, which prompts two key questions: Which human concepts constitute innate, core knowledge? How do humans acquire new concepts, and how do these concepts change in development? Core Knowledge and Conceptual Change provides a unique theoretical and empirical introduction to the study of conceptual development, documenting key advances in case studies, including ground-breaking science on human representations of language, objects, number, events, color, space, time, beliefs, and desires. Additionally, it explores how humans engage in moral reasoning and causal explanation: Are humans born good and tainted by an imperfect world, or do we need to teach children to be moral? Could a concept like "freedom" be woven into the human soul, or is it a historical invention, constructed over generations of humans? Written by an eminent list of contributors renowned in child development and cognitive science, this book delves widely, and deeply, into the cognitive tools available at birth that are repurposed, combined, and transformed to complex, abstract adult conceptual representations, and should be of interest to developmental psychologists, linguists, philosophers, and students of cognitive science.
Author | : Susan Carey |
Publisher | : Bradford Books |
Total Pages | : 226 |
Release | : 1987-01-01 |
Genre | : Psychology |
ISBN | : 9780262530736 |
Are children fundamentally different kinds of thinkers than adults? Or are the cognitive differences between young children and adults merely a matter of accumulation of knowledge? In this book, Susan Carey develops an alternative to these two ways of thinking about childhood cognition, putting forth the idea of conceptual change and its relation to the development of knowledge systems.Conceptual Change in Childhood is a case study of children's acquisition of biological knowledge between ages 4-10. Drawing on evidence from a variety of sources, Carey analyzes the ways that knowledge is restructured during this development, comparing them to the ways that knowledge is restructured by an adult learner, and to the ways that conceptual frameworks have shifted in the history of science. Susan Carey is Professor of Psychology at MIT.
Author | : Lawrence A. Hirschfeld |
Publisher | : Cambridge University Press |
Total Pages | : 534 |
Release | : 1994-04-29 |
Genre | : Psychology |
ISBN | : 9780521429931 |
A collection of essays introducing the reader to `domain-specificity'.
Author | : Susan Carey |
Publisher | : Psychology Press |
Total Pages | : 351 |
Release | : 2014-01-14 |
Genre | : Psychology |
ISBN | : 1317784642 |
Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction with respect to concept acquisition are even harder than originally thought.
Author | : Susan Carey |
Publisher | : |
Total Pages | : 609 |
Release | : 2011 |
Genre | : Philosophy |
ISBN | : 0199838801 |
New in paperback-- A transformative book on the way we think about the nature of concepts and the relations between language and thought.
Author | : Kostas Kampourakis |
Publisher | : Cambridge University Press |
Total Pages | : 275 |
Release | : 2014-04-03 |
Genre | : Science |
ISBN | : 1107034914 |
Bringing together conceptual obstacles and core concepts of evolutionary theory, this book presents evolution as straightforward and intuitive.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 400 |
Release | : 2012-02-28 |
Genre | : Education |
ISBN | : 0309214459 |
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author | : Giyoo Hatano |
Publisher | : Psychology Press |
Total Pages | : 225 |
Release | : 2013-04-15 |
Genre | : Psychology |
ISBN | : 1134949901 |
Presents research on the topic of young children's naive biology, examining such theoretical issues as processes, conditions and mechanisms in conceptual development using the development of biological understanding as the target case.