Knowledge Acquisition in Observational Astronomy [electronic resource] / Stella Vosniadou.
This paper presents findings from research on knowledge acquisition in observational astronomy to demonstrate the kinds of intuitive models children form and to show how these models influence the acquisition of science knowledge. Sixty children of approximate ages 6, 9, and 12 were given a question...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1989.
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MARC
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| 099 | |f ERIC DOC # |a ED316408 | ||
| 100 | 1 | |a Vosniadou, Stella. | |
| 245 | 1 | 0 | |a Knowledge Acquisition in Observational Astronomy |h [electronic resource] / |c Stella Vosniadou. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1989. | ||
| 300 | |a 20 p. | ||
| 500 | |a ERIC Document Number: ED316408. | ||
| 500 | |a Sponsoring Agency: National Science Foundation, Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: NSF-BNS-8510254. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April, 1987). |5 ericd. | ||
| 520 | |a This paper presents findings from research on knowledge acquisition in observational astronomy to demonstrate the kinds of intuitive models children form and to show how these models influence the acquisition of science knowledge. Sixty children of approximate ages 6, 9, and 12 were given a questionnaire to investigate their knowledge of the size, shape, and motion of the earth and the sun, and the notion of gravity. The results showed that children formed an intuitive understanding of the world around them based on their belief of the earth as flat and stationary rather than a rotating sphere. As a result, they infer that things fall in a downward direction rather than toward the center of the rotating sphere, things fall in a downward direction rather then toward the center of the spherical earth, and the sun and the moon move in an up/down or east/west direction, causing the day/night cycle. Children eventually change their intuitive understanding as they are exposed to the Copernican theory of the solar system. The process of conceptual change is a slow and gradual one and one that goes through different levels of understanding. (Author/YP) | ||
| 521 | 8 | |a Researchers. |b ericd. | |
| 650 | 1 | 7 | |a Astronomy. |2 ericd. |
| 650 | 0 | 7 | |a Cognitive Structures. |2 ericd. |
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| 650 | 0 | 7 | |a Earth Science. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Elementary School Science. |2 ericd. |
| 650 | 0 | 7 | |a Fundamental Concepts. |2 ericd. |
| 650 | 0 | 7 | |a Gravity (Physics) |2 ericd. |
| 650 | 1 | 7 | |a Misconceptions. |2 ericd. |
| 650 | 0 | 7 | |a Science Education. |2 ericd. |
| 650 | 1 | 7 | |a Science History. |2 ericd. |
| 650 | 1 | 7 | |a Scientific Concepts. |2 ericd. |
| 710 | 2 | |a University of Illinois at Urbana-Champaign. |b Center for the Study of Reading. | |
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