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A theory-based approach to teaching young children about health: A recipe for understanding

  • Autores: Simone P. Nguyen, Mary Beth McCullough, Ashley Noble
  • Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 594-606
  • Idioma: inglés
  • Texto completo no disponible (Saber más ...)
  • Resumen
    • The theory--theory account of conceptual development posits that children's concepts are integrated into theories. Concept-learning studies have documented the central role that theories play in children's learning of experimenter-defined categories but have yet to extensively examine complex, real-world concepts, such as health. The present study examined whether providing young children with coherent and causally related information in a theory-based lesson would facilitate their learning about the concept of health. This study used a pretest/lesson/posttest design, plus a 5-month follow-up. Children were randomly assigned to 1 of 3 conditions: theory (i.e., 20 children received a theory-based lesson), nontheory (i.e., 20 children received a nontheory-based lesson), and control (i.e., 20 children received no lesson). Overall, the results showed that children in the theory condition had a more accurate conception of health than children in the nontheory and control conditions, suggesting the importance of theories in children's learning of complex, real-world concepts


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