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ERIC Number: EJ1040090
Record Type: Journal
Publication Date: 2014-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0926-7220
Using Theory of Mind to Promote Conceptual Change in Science
Kyriakopoulou, Natassa; Vosniadou, Stella
Science & Education, v23 n7 p1447-1462 Jul 2014
We argue that learning science requires children to move from perceptually based representations to more abstract conceptual representations and to understand that appearance may sometimes deceive us and that the same phenomenon in the world can have more than one representation when seen from different perspectives. We also argue that the beginnings of such an epistemological perspective can be found in young children's ability to think about the difference between their beliefs and the beliefs of others in the social domain, i.e., their Theory of Mind. We present the results of two empirical studies that show significant correlations between children's growing Theory of Mind, developing epistemological thinking, and science learning, and suggest that Theory of Mind tasks can be used to promote conceptual change in science.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A