Constructing Science
An examination of children's causal reasoning capacities and how those capacities serve as the foundation of their scientific thinking. Young children have remarkable capacities for causal reasoning, which are part of the foundation of their scientific thinking abilities. In Constructing Science, De...
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| Päätekijät: | , |
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| Aineistotyyppi: | Online |
| Kieli: | englanti |
| Julkaistu: |
The MIT Press
2022
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| Aiheet: | |
| Linkit: | ONIX_20221118_9780262370615_6 |
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| _version_ | 1869516496940564480 |
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| author | Weisberg, Deena Skolnick Sobel, David M. |
| author_browse | Sobel, David M. Weisberg, Deena Skolnick |
| author_facet | Weisberg, Deena Skolnick Sobel, David M. |
| author_sort | Weisberg, Deena Skolnick |
| collection | Directory of Open Access Books |
| description | An examination of children's causal reasoning capacities and how those capacities serve as the foundation of their scientific thinking. Young children have remarkable capacities for causal reasoning, which are part of the foundation of their scientific thinking abilities. In Constructing Science, Deena Weisberg and David Sobel trace the ways that young children's sophisticated causal reasoning abilities combine with other cognitive, metacognitive, and social factors to develop into a more mature set of scientific thinking abilities. Conceptualizing scientific thinking as the suite of skills that allows people to generate hypotheses, solve problems, and explain aspects of the world, Weisberg and Sobel argue that understanding how this capacity develops can offer insights into how we can become a more scientifically literate society. Investigating the development of causal reasoning and how it sets the stage for scientific thinking in the elementary school years and beyond, Weisberg and Sobel outline a framework for understanding how children represent and learn causal knowledge and identify key variables that differ between causal reasoning and scientific thinking. They present empirical studies suggesting ways to bridge the gap between causal reasoning and scientific thinking, focusing on two factors: contextualization and metacognitive thinking abilities. Finally, they examine children's explicit understanding of such concepts as science, learning, play, and teaching. |
| format | Online |
| id | doab-20.500.12854ir-93885 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | The MIT Press |
| publisherStr | The MIT Press |
| record_format | ojs |
| spelling | doab-20.500.12854ir-938852024-03-29T04:25:03Z Constructing Science Weisberg, Deena Skolnick Sobel, David M. Causal reasoning scientific thinking rational constructivism causal graphical models cognitive development science education science informal learning thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JM Psychology::JMC Child, developmental and lifespan psychology An examination of children's causal reasoning capacities and how those capacities serve as the foundation of their scientific thinking. Young children have remarkable capacities for causal reasoning, which are part of the foundation of their scientific thinking abilities. In Constructing Science, Deena Weisberg and David Sobel trace the ways that young children's sophisticated causal reasoning abilities combine with other cognitive, metacognitive, and social factors to develop into a more mature set of scientific thinking abilities. Conceptualizing scientific thinking as the suite of skills that allows people to generate hypotheses, solve problems, and explain aspects of the world, Weisberg and Sobel argue that understanding how this capacity develops can offer insights into how we can become a more scientifically literate society. Investigating the development of causal reasoning and how it sets the stage for scientific thinking in the elementary school years and beyond, Weisberg and Sobel outline a framework for understanding how children represent and learn causal knowledge and identify key variables that differ between causal reasoning and scientific thinking. They present empirical studies suggesting ways to bridge the gap between causal reasoning and scientific thinking, focusing on two factors: contextualization and metacognitive thinking abilities. Finally, they examine children's explicit understanding of such concepts as science, learning, play, and teaching. 2022-11-18T11:05:14Z 2022-11-18T11:05:14Z 2022 book ONIX_20221118_9780262370615_6 9780262370615 9780262044684 https://directory.doabooks.org/handle/20.500.12854/93885 eng The MIT Press image/jpeg Attribution-NoDerivatives 4.0 International https://doi.org/10.7551/mitpress/11939.001.0001 The MIT Press The MIT Press 10.7551/mitpress/11939.001.0001 10.7551/mitpress/11939.001.0001 ae0cf962-f685-4933-93d1-916defa5123d 9780262370615 9780262044684 The MIT Press 392 Cambridge open access |
| spellingShingle | Causal reasoning scientific thinking rational constructivism causal graphical models cognitive development science education science informal learning thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JM Psychology::JMC Child, developmental and lifespan psychology Weisberg, Deena Skolnick Sobel, David M. Constructing Science |
| title | Constructing Science |
| title_full | Constructing Science |
| title_fullStr | Constructing Science |
| title_full_unstemmed | Constructing Science |
| title_short | Constructing Science |
| title_sort | constructing science |
| topic | Causal reasoning scientific thinking rational constructivism causal graphical models cognitive development science education science informal learning thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JM Psychology::JMC Child, developmental and lifespan psychology |
| topic_facet | Causal reasoning scientific thinking rational constructivism causal graphical models cognitive development science education science informal learning thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JM Psychology::JMC Child, developmental and lifespan psychology |
| url | ONIX_20221118_9780262370615_6 |
| work_keys_str_mv | AT weisbergdeenaskolnick constructingscience AT sobeldavidm constructingscience |