Nicole E Larsen
Dados Biográficos
| ID | 4420740 |
|---|---|
| NOME | Nicole E Larsen |
| PRENOMES | Nicole E |
| SOBRENOME | Larsen |
| ASSINATURA | LARSEN N E |
| AFILIAÇÕES | University of Toronto |
| ORCID | 0000-0001-5000-8113 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 1 |
Promoting scientific understanding and conceptual change in young children using explanations and guidance
Evaluating evidence and restructuring beliefs based on anomalous evidence are fundamental aspects of scientific reasoning. These skills can be challenging for both children and adults, especially in domains where they possess inaccurate prior beliefs that can interfere with the acquisition of correct scientific information (e.g., heavier objects fall faster than light ones). Across two experiments, we examined the additive benefit of combining ex…
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Supporting children's self-regulation development in play-based kindergarten classrooms
The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision
Children’s naive theories include misconceptions which can interfere with science learning. This research examined the effect of pairing anomalies with alternative theories, and their order of presentation, on children’s belief revision. Children believe that heavy objects sink and light ones float. In a pre-, mid-, and post-test design, 5-year-olds (N = 96) were assigned to one of two conditions, where they were either exposed to an alternative …
Instructional Practices, Students’ Self-Efficacy and Math Achievement
Promoting scientific understanding and conceptual change in young children using explanations and guidance
Evaluating evidence and restructuring beliefs based on anomalous evidence are fundamental aspects of scientific reasoning. These skills can be challenging for both children and adults, especially in domains where they possess inaccurate prior beliefs that can interfere with the acquisition of correct scientific information (e.g., heavier objects fall faster than light ones). Across two experiments, we examined the additive benefit of combining ex…
The Role of Alternative Theories and Anomalous Evidence in Children’s Scientific Belief Revision
Children’s naive theories include misconceptions which can interfere with science learning. This research examined the effect of pairing anomalies with alternative theories, and their order of presentation, on children’s belief revision. Children believe that heavy objects sink and light ones float. In a pre-, mid-, and post-test design, 5-year-olds (N = 96) were assigned to one of two conditions, where they were either exposed to an alternative …
Instructional Practices, Students’ Self-Efficacy and Math Achievement
Supporting children's self-regulation development in play-based kindergarten classrooms
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Promoting scientific understanding and conceptual change in young children using explanations and guidance
Evaluating evidence and restructuring beliefs based on anomalous evidence are fundamental aspects of scientific reasoning. These skills can be challenging for both children and adults, especially in domains where they possess inaccurate prior beliefs that can interfere with the acquisition of correct scientific information (e.g., heavier objects fall faster than light ones). Across two experiments, we examined the additive benefit of combining ex…
Psychology (5 obras) · Developmental psychology (4 obras) · Mathematics education (3 obras) · Child and Animal Learning Development (2 obras) · Child Development and Digital Technology (2 obras) · Early Childhood Education and Development (2 obras) · Educational Strategies and Epistemologies (2 obras) · Pedagogy (2 obras) · Academic achievement (1 obras) · Achievement test (1 obras)