How Instruction Influences Children's Concepts of Evolution
Bibliographic Data
| ID | 18987755 |
|---|---|
| Authors | Mariane Hedegaard (corresponding author) |
| Year | 1996 |
| Volume | 3 |
| Issue | 1 |
| Pages | 11-24 |
| Publication date | 1996-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Mind Culture and Activity (JOURNAL) |
| Journal identifiers | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15327884mca0301_3 |
| OpenAlex | W2035839283 |
| Language | EN |
| Citations received | 11 |
| References cited | 3 |
This article focuses on variations in children' s understanding of the evolution of species and the origin of humans, and on how these variations are related to classroom instruction. In order to evaluate the children' s concept development as influenced by teaching method, children from two classes who participated in a teaching experiment throughout the third grade were interviewed. The teaching experiment aimed at teaching the children the theoretical concepts of evolution by teaching them to integrate their knowledge into coherent models. Two experimental groups from two different schools were interviewed during the middle of the fourth grade. A control group of children from a class that had not been taught the concepts of evolution were also interviewed. Analyses of the interviews showed that the manner of instruction influenced the children's conceptions, both in the area they were taught, the evolution of species, and a related area, the origin of humans
Developmental psychology · Mathematics education · Teaching method · Animal and Plant Science Education · Computer Science · Evolution and Science Education · Psychology · Science Education and Pedagogy
Contribuições Teóricas E Conceituais De Vigotski Para a Pesquisa Qualitativa Em Educação
Turning Resistance into Passion for Knowledge with the Tools of Agency
Semiotic Mediation, Dialogue and the Construction of Knowledge
Engendering a Learning Motive in East Harlem
Children's perspectives and institutional practices as keys in a wholeness approach to children's social situations of development
Understanding and responding to negativism in schooling
Children’s perspective – concept and motive learning – a wholeness approach to children’s development
Modern apprenticeships in Scotland
Piaget, Vygotsky, and the Cultural Development of the Notions of Possibility and Necessity
The formative didactic experiment from the perspective of developmental teaching theory
O experimento didático formativo na perspectiva da teoria do ensino desenvolvimental
| Citations per year | 0.5 |
|---|---|
| Citation span | 2004 - 2026 (23) |
| Highly cited | No |