Using dialogic interventions to decrease children’s use of inappropriate teleological explanations

Bibliographic Data

ID21589751
AuthorsJonathan Grant Halls (0000-0002-0945-5891, University of Nottingham, corresponding author), Shaaron Aınsworth (0000-0002-9453-7196, University of Nottingham), Mary Oliver (0000-0002-4177-0920, University of Nottingham)
Year2021
Volume43
Issue11
Pages1817-1836
Publication date2021-07-24
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInternational Journal of Science Education, Part B (JOURNAL)
Journal identifiersISSN: 2154-8455 • E-ISSN: 2154-8463
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09500693.2021.1936271
OpenAlexW3170317861
LanguageEN
Citations received3
References cited28

A belief in teleology is often suggested to be a barrier in children’s science education. Many studies have catalogued children’s use of teleological explanations, but fewer have developed approaches to tackle children’s use in scientific contexts. This paper reports two studies that utilised dialogic interventions alongside Concept Cartoons to do just that. Study 1 (5- to 7-year-olds, n = 54) addressed teleological explanations for natural phenomena (e.g. snow or rainbows) and Study 2, (9- to 10-year-olds, n = 24) explored organisms’ traits (e.g. giraffes’ necks or zebras’ stripes). Both studies found that after only short discussions about styles of explanation in science, children’s acceptance of teleological explanations was significantly reduced and they were more likely to endorse appropriate scientific explanations. These results suggest that teleology need not be a major barrier to teaching and learning about causality as it can quickly and effectively be addressed

Developmental psychology · Dialogic · Epistemology · Pedagogy · Psychological intervention · Sociology · Teleology · Education and Critical Thinking Development · Education Methods and Practices · Philosophy · Psychology · Religious Education and Schools

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