The Role of Alternative Theories and Anomalous Evidence in Children's Scientific Belief Revision

Autor/inn/en	Ganea, Patricia A.; Larsen, Nicole E.; Venkadasalam, Vaunam P.
Titel	The Role of Alternative Theories and Anomalous Evidence in Children's Scientific Belief Revision
Quelle	In: Child Development, 92 (2021) 3, S.1137-1153 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ganea, Patricia A.) ORCID (Venkadasalam, Vaunam P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13481
Schlagwörter	Children; Beliefs; Misconceptions; Scientific Literacy; Theories; Scientific Attitudes; Attitude Change; Evidence + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Belief; Glaube; Missverständnis; Theory; Theorie; Attitudinal change; Einstellungsänderung; Evidenz
Abstract	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 theory about buoyancy and then observed anomalies (Explanation-First), or the reverse (Anomalies-First). At mid-test, children were more likely to revise their beliefs after exposure to an alternative theory than anomalies alone. At post-test, children revised their naïve belief when they had access to an alternative theory before the anomalous evidence than in the opposite order. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01