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Full Description
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 amp rsquo 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 discuss such wide-ranging ideas as the evolution of amp ldquo folk science amp rdquo in young children and the mechanisms that underlie mathematical understanding, as well as mental models used by children in classroom activities.
The volume amp rsquo s lessons will have profound implications for STEM education, and for the next generation of scientists.
Contents
Contributors
Foreword
Preface
Introduction: The Journey From Child to Scientist - The Psychology of Science, Science Education, and the Impact of David Klahr
Sharon M. Carver and Jeff Shrager
From Theory to Application and Back: Following in the Giant Footsteps of David Klahr
Robert S. Siegler
The Learning of Science and the Science of Learning: The Role of Analogy
Zhe Chen
Does Folk Science Develop?
Frank C. Keil
The Evolved Mind and Scientific Discovery
David C. Geary
Educational Neuroscience: Applying the Klahrian Method to Science Education
Kevin Niall Dunbar
Is Development Domain Specific or Domain General? A Third Alternative
Annette Karmiloff-Smith
Simulating Discovery and Education in a Soccer Science World
Jeff Shrager
Moving Young amp quot Scientists-in-Waiting amp quot Onto Science Learning Pathways: Focus on Observation
Rochel Gelman and Kimberly Brenneman
Supporting Inquiry About the Foundations of Evolutionary Thinking in the Elementary Grades
Richard Lehrer and Leona Schauble
Engineering in and for Science Education
Christian D. Schunn, Eli M. Silk, and Xornam S. Apedoe
To Teach or Not to Teach Through Inquiry
Erin Marie Furtak, Richard J. Shavelson, Jonathan T. Shemwell, and Maria Figueroa
Epistemic Foundations for Conceptual Change
Richard A. Duschl and Mari amp aacute Pilar Jim amp eacute nez-Aleixandre
Patterns, Rules, and Discoveries in Life and in Science
David Klahr
Index
About the Editors
