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ERIC Number: EJ936471
Record Type: Journal
Publication Date: 2011-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0022-0663
A Theory-Based Approach to Teaching Young Children about Health: A Recipe for Understanding
Nguyen, Simone P.; McCullough, Mary Beth; Noble, Ashley
Journal of Educational Psychology, v103 n3 p594-606 Aug 2011
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. (Contains 4 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A