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Hviid, Pernille – European Journal of Psychology of Education, 2008
How do children conceptualise their own development? From their point of view, what serve as constraints for their movements in time and space? The theoretical framework of the experiment described here was a cultural historical first person developmental perspective. The concept of transition is here put in use to capture the children's…
Descriptors: Child Development, Concept Formation, Experience, Developmental Stages
Megalakaki, Olga – European Journal of Psychology of Education, 2008
The objective of this work was to highlight the conceptions of force held by students aged 10-17 years old, in situations where animate and inanimate objects interact. In the proposed experimental situations, we varied parameters such as the motion and position of an object and the agent's effort. We asked questions about both inanimate and…
Descriptors: Motion, Physics, Concept Formation, Preadolescents
Peer reviewed
van der Veer, Rene – European Journal of Psychology of Education, 1994
Maintains that a major theme in Lev Vygotsky's later research was concept formation or conceptual development in child development. States that Vygotsky argued that the acquisition of mature academic concepts forms the crowning achievement of adolescence. Argues that the view raises a number of criticisms. (CFR)
Descriptors: Adolescent Development, Child Development, Cognitive Development, Cognitive Processes
Peer reviewed
Hatano, Giyoo; Inagaki, Kayoko – European Journal of Psychology of Education, 1997
Explores the intuitive understanding of biology that occurs in early childhood and discusses later cognitive changes that occur. Young children possess a vitalistic understanding (e.g. breathing brings power to the body) that becomes mechanistic (e.g. an understanding of the heart and lungs) as they mature. Includes statistical and tabular data.…
Descriptors: Biology, Cognitive Development, Cognitive Measurement, Cognitive Psychology