On the Complex Relation between Cognitive Developmental Research and Children's Science Curricula

Metz, Kathleen E.

doi:10.2307/1170622

Cited by 24 publications

(31 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our research and the research of others indicate that while the latter factors are in many cases significant factors influencing achievement, they are probably not the most important factors (Carey, 1985;Donaldson, 1978;Metz, 1997). For example, in a study with Ph.D. students in chemistry at Cornell University, the number and variety of misconceptions after carefully designed lectures on gas chromatography was similar to that evidenced before the lectures (Pendley, Bretz, & Novak, 1994).…”

Section: The Problem Of Faulty Conceptual Frameworksupporting

confidence: 44%

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

2002

View full text Add to dashboard Cite

The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). “Situated learning” occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World‐wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general. © 2002 Wiley Periodicals, Inc. Sci Ed 86:548–571, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10032

show abstract

Section: The Problem Of Faulty Conceptual Frameworksupporting

confidence: 44%

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

2002

View full text Add to dashboard Cite

show abstract

“…Children's abilities to conduct science inquiry have been a topic of debate from varying theoretical perspectives in the cognitive development literature (see the debate between Kuhn [1997] and Metz [1995Metz [ , 1997). The debate becomes more complex when it involves children from diverse languages and cultures (Fradd & Lee, 1999, Lee, 2002Rosebery et al, 1992;Warren et al, 2001), especially for students in urban schools (Hewson et al, 2001;Kahle et al, 2000; Table 4 Differences among demographic subgroups: Evidence in support of theory (n This category also includes Haitian Creole-speaking (3) and English/Spanish-speaking (2) students.…”

Section: Discussionmentioning

confidence: 99%

“…From this perspective, children are viewed as capable of conducting science inquiry when they are provided with appropriate instruction (Brown, 1992(Brown, , 1994Lehrer, Carpenter, Schauble, & Putz, 2000;Metz, 1995Metz, , 1997Rosebery, Warren, & Conant, 1992). Design researchers consider learning environments as essential ''engines'' of development and teachers as users of ''design tools'' to promote inquiry.…”

Section: Different Views On Children's Abilities To Conduct Science Imentioning

confidence: 99%

“…The different theoretical perspectives that abound offer varying explanations for whether children are developmentally capable of conducting science inquiry and how to design learning environments to promote inquiry abilities (see the exchange between Kuhn [1997] and Metz [1995Metz [ , 1997). In addition, researchers have proposed different explanations for whether diverse cultures foster inquiry as it is practiced in science disciplines and school science and for how to design instructional approaches to promote inquiry abilities of diverse student groups (see Lee [2002] for review of the literature).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

et al. 2006

View full text Add to dashboard Cite

This study examines elementary students' abilities to conduct science inquiry through their participation in an instructional intervention over a school year. The study involved 25 third and fourth grade students from six elementary schools representing diverse linguistic and cultural groups. Prior to and at the completion of the intervention, the students participated in elicitation sessions as they conducted a semistructured inquiry task on evaporation. The results indicate that students demonstrated enhanced abilities with some aspects of the inquiry task, but continued to have difficulties with other aspects of the task even after instruction. Although students from all demographic subgroups showed substantial gains, students from non-mainstream and less privileged backgrounds in science showed greater gains in inquiry abilities than their more privileged counterparts. The results contribute to the emerging literature on designing learning environments that foster science inquiry of elementary students from diverse backgrounds. ß

show abstract

“…This may reflect perspectives of developmental limitations on children's abilities for theoretical inquiry (e.g., Kuhn, 1993). Recent work has challenged those perspectives (Metz, 1995(Metz, , 1997. We have seen almost all of these aspects of expertise in children's analogical reasoning.…”

Section: Expertise In Analogical Reasoningmentioning

confidence: 93%

Children's analogical reasoning in a third-grade science discussion

2006

View full text Add to dashboard Cite

Expert scientific inquiry involves the generation and use of analogies. How and when students might develop this aspect of expertise has implications for understanding how and when instruction might facilitate that development. In a study of K-8 student inquiry in physical science, we are examining cases of spontaneous analogy generation. In the case we present here, a third-grader generates an analogy and modifies it to reconcile his classmates' counterarguments, allowing us to identify in these third-graders specific aspects of nascent expertise in analogy use. Promoting abilities and inclinations such as these children display requires that educators recognize and respond to them.

show abstract

On the Complex Relation between Cognitive Developmental Research and Children's Science Curricula

Cited by 24 publications

References 0 publications

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

Children's analogical reasoning in a third-grade science discussion

Contact Info

Product

Resources

About