ERIC Number: EJ849834
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 20
What Can Developmental Theory Contribute to Elementary Science Instruction?
Lawson, Anton E.
Journal of Elementary Science Education, v20 n4 p1-14 Fall 2008
Children personally construct explanations of natural phenomena, some of which differ from currently accepted scientific explanations. The replacement of personal explanations with scientific explanations, as well as the development of concrete, formal, and post-formal reasoning patterns, requires self-regulation in which alternative explanations are generated and tested in a hypothetico-predictive fashion. Consequently, inquiry-based science instruction in which students explore nature; encounter puzzling observations; and, subsequently, generate and test their own explanations not only helps them acquire meaningful concepts, it also helps them develop intellectually and become scientifically literate. (Contains 2 figures, 1 table, and 1 endnote.)
Descriptors: Children, Cognitive Structures, Active Learning, Inquiry, Elementary School Science, Science Instruction, Learning Processes, Hypothesis Testing, Science Process Skills, Intellectual Development
Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Authoring Institution: N/A