Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

ED536428 - The Journey from Child to Scientist: Integrating Cognitive Development and the Education Sciences

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	ED536428
Title:	The Journey from Child to Scientist: Integrating Cognitive Development and the Education Sciences
Authors:	Carver, Sharon M., Ed.; Shrager, Jeff, Ed.
Descriptors:	Thinking Skills; Class Activities; Learning Activities; Science Education; Science Instruction; Role of Education; Cognitive Development; Child Development; Cognitive Processes; Skill Development; Mathematical Concepts; Scientific Concepts; Cognitive Science; Cognitive Structures; Epistemology; STEM Education; Theory Practice Relationship; Learning Theories; Neurosciences; Discovery Learning; Athletics; Science Activities; Observation; Elementary School Science; Evolution; Inquiry; Engineering; Concept Formation
Source:	APA Books
More Info: Help Peer Reviewed:
Publisher:	APA Books. Available from: American Psychological Association. 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5500; e-mail: books@apa.org; Web site: http://www.apa.org/pubs/books/index.aspx
Publication Date:	2012-03-00
Pages:	305
Pub Types:	Books; Collected Works - General
Abstract:	The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children. Until recently, however, research in cognitive development and education followed largely independent tracks. A major exception to this trend is represented in the multifaceted work of David Klahr. His lifelong effort to integrate a detailed understanding of children's reasoning and skill acquisition with the role of education in influencing and facilitating scientific exploration has been essential to the growth of these fields. In this volume, a diverse group of stellar contributors follow Dr. Klahr's example in examining the practical implications of our insights into cognitive development for children in the classroom. Authors discuss such wide-ranging ideas as the evolution of "folk science" in young children and the mechanisms that underlie mathematical understanding, as well as mental models used by children in classroom activities. The volume's lessons will have profound implications for STEM education, and for the next generation of scientists. Contents include: (1) From Theory to Application and Back: Following in the Giant Footsteps of David Klahr (Robert S. Siegler); (2) The Learning of Science and the Science of Learning: The Role of Analogy (Zhe Chen); (3) Does Folk Science Develop? (Frank C. Keil); (4) The Evolved Mind and Scientific Discovery (David C. Geary); (5) Educational Neuroscience: Applying the Klahrian Method to Science Education (Kevin Niall Dunbar); (6) Is Development Domain Specific or Domain General? A Third Alternative (Annette Karmiloff-Smith); (7) Simulating Discovery and Education in a Soccer Science World (Jeff Shrager); (8) Moving Young "Scientists-in-Waiting" Onto Science Learning Pathways: Focus on Observation (Rochel Gelman and Kimberly Brenneman); (9) Supporting Inquiry About the Foundations of Evolutionary Thinking in the Elementary Grades (Richard Lehrer and Leona Schauble); (10) Engineering in and for Science Education (Christian D. Schunn, Eli M. Silk, and Xornam S. Apedoe); (11) To Teach or Not to Teach Through Inquiry (Erin Marie Furtak, Richard J. Shavelson, Jonathan T. Shemwell, and Maria Figueroa); (12) Epistemic Foundations for Conceptual Change (Richard A. Duschl and Maria Pilar Jimenez-Aleixandre); and (13) Patterns, Rules, and Discoveries in Life and in Science (David Klahr).
Abstractor:	ERIC
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	N/A
Institutions:	American Psychological Association
Sponsors:	N/A
ISBN:	ISBN-978-1-4338-1138-8
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Elementary Secondary Education
Direct Link:	http://www.apa.org/pubs/books/4318104.aspx

Back to Search Results