They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task
The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbi...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Solis, S. Lynneth [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Rechteinformationen: |
Nutzungsrecht: © 2016 Association for Childhood Education International 2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Journal of research in childhood education - Philadelphia, Pa. : Routledge, Taylor & Francis Group, 1986, 30(2016), 3, Seite 422-439 |
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| Übergeordnetes Werk: |
volume:30 ; year:2016 ; number:3 ; pages:422-439 |
| Links: |
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| DOI / URN: |
10.1080/02568543.2016.1178196 |
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OLC1979518807 |
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| 520 | |a The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. | ||
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10.1080/02568543.2016.1178196 doi PQ20161012 (DE-627)OLC1979518807 (DE-599)GBVOLC1979518807 (PRQ)c1540-38d173f1c3c9a7d0403bda3633975f83f91fe53e8c58101f076317097ec4be050 (KEY)0349615520160000030000300422theyworktogethertoroarkindergartnersunderstandingo DE-627 ger DE-627 rakwb eng 370 DNB 80.00 bkl Solis, S. Lynneth verfasserin aut They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. Nutzungsrecht: © 2016 Association for Childhood Education International 2016 play children Causal reasoning kindergarten interactive causality science learning Kindergarten students Science education Play Pedagogy Instructional design Science teachers Interactive learning Grotzer, Tina A oth Enthalten in Journal of research in childhood education Philadelphia, Pa. : Routledge, Taylor & Francis Group, 1986 30(2016), 3, Seite 422-439 (DE-627)170394018 (DE-600)1050978-1 (DE-576)428010717 0256-8543 nnns volume:30 year:2016 number:3 pages:422-439 http://dx.doi.org/10.1080/02568543.2016.1178196 Volltext http://www.tandfonline.com/doi/abs/10.1080/02568543.2016.1178196 http://search.proquest.com/docview/1802448340 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_4012 GBV_ILN_4317 GBV_ILN_4325 80.00 AVZ AR 30 2016 3 422-439 |
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10.1080/02568543.2016.1178196 doi PQ20161012 (DE-627)OLC1979518807 (DE-599)GBVOLC1979518807 (PRQ)c1540-38d173f1c3c9a7d0403bda3633975f83f91fe53e8c58101f076317097ec4be050 (KEY)0349615520160000030000300422theyworktogethertoroarkindergartnersunderstandingo DE-627 ger DE-627 rakwb eng 370 DNB 80.00 bkl Solis, S. Lynneth verfasserin aut They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. Nutzungsrecht: © 2016 Association for Childhood Education International 2016 play children Causal reasoning kindergarten interactive causality science learning Kindergarten students Science education Play Pedagogy Instructional design Science teachers Interactive learning Grotzer, Tina A oth Enthalten in Journal of research in childhood education Philadelphia, Pa. : Routledge, Taylor & Francis Group, 1986 30(2016), 3, Seite 422-439 (DE-627)170394018 (DE-600)1050978-1 (DE-576)428010717 0256-8543 nnns volume:30 year:2016 number:3 pages:422-439 http://dx.doi.org/10.1080/02568543.2016.1178196 Volltext http://www.tandfonline.com/doi/abs/10.1080/02568543.2016.1178196 http://search.proquest.com/docview/1802448340 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_4012 GBV_ILN_4317 GBV_ILN_4325 80.00 AVZ AR 30 2016 3 422-439 |
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10.1080/02568543.2016.1178196 doi PQ20161012 (DE-627)OLC1979518807 (DE-599)GBVOLC1979518807 (PRQ)c1540-38d173f1c3c9a7d0403bda3633975f83f91fe53e8c58101f076317097ec4be050 (KEY)0349615520160000030000300422theyworktogethertoroarkindergartnersunderstandingo DE-627 ger DE-627 rakwb eng 370 DNB 80.00 bkl Solis, S. Lynneth verfasserin aut They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. Nutzungsrecht: © 2016 Association for Childhood Education International 2016 play children Causal reasoning kindergarten interactive causality science learning Kindergarten students Science education Play Pedagogy Instructional design Science teachers Interactive learning Grotzer, Tina A oth Enthalten in Journal of research in childhood education Philadelphia, Pa. : Routledge, Taylor & Francis Group, 1986 30(2016), 3, Seite 422-439 (DE-627)170394018 (DE-600)1050978-1 (DE-576)428010717 0256-8543 nnns volume:30 year:2016 number:3 pages:422-439 http://dx.doi.org/10.1080/02568543.2016.1178196 Volltext http://www.tandfonline.com/doi/abs/10.1080/02568543.2016.1178196 http://search.proquest.com/docview/1802448340 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_4012 GBV_ILN_4317 GBV_ILN_4325 80.00 AVZ AR 30 2016 3 422-439 |
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10.1080/02568543.2016.1178196 doi PQ20161012 (DE-627)OLC1979518807 (DE-599)GBVOLC1979518807 (PRQ)c1540-38d173f1c3c9a7d0403bda3633975f83f91fe53e8c58101f076317097ec4be050 (KEY)0349615520160000030000300422theyworktogethertoroarkindergartnersunderstandingo DE-627 ger DE-627 rakwb eng 370 DNB 80.00 bkl Solis, S. Lynneth verfasserin aut They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. Nutzungsrecht: © 2016 Association for Childhood Education International 2016 play children Causal reasoning kindergarten interactive causality science learning Kindergarten students Science education Play Pedagogy Instructional design Science teachers Interactive learning Grotzer, Tina A oth Enthalten in Journal of research in childhood education Philadelphia, Pa. : Routledge, Taylor & Francis Group, 1986 30(2016), 3, Seite 422-439 (DE-627)170394018 (DE-600)1050978-1 (DE-576)428010717 0256-8543 nnns volume:30 year:2016 number:3 pages:422-439 http://dx.doi.org/10.1080/02568543.2016.1178196 Volltext http://www.tandfonline.com/doi/abs/10.1080/02568543.2016.1178196 http://search.proquest.com/docview/1802448340 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_4012 GBV_ILN_4317 GBV_ILN_4325 80.00 AVZ AR 30 2016 3 422-439 |
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10.1080/02568543.2016.1178196 doi PQ20161012 (DE-627)OLC1979518807 (DE-599)GBVOLC1979518807 (PRQ)c1540-38d173f1c3c9a7d0403bda3633975f83f91fe53e8c58101f076317097ec4be050 (KEY)0349615520160000030000300422theyworktogethertoroarkindergartnersunderstandingo DE-627 ger DE-627 rakwb eng 370 DNB 80.00 bkl Solis, S. Lynneth verfasserin aut They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. Nutzungsrecht: © 2016 Association for Childhood Education International 2016 play children Causal reasoning kindergarten interactive causality science learning Kindergarten students Science education Play Pedagogy Instructional design Science teachers Interactive learning Grotzer, Tina A oth Enthalten in Journal of research in childhood education Philadelphia, Pa. : Routledge, Taylor & Francis Group, 1986 30(2016), 3, Seite 422-439 (DE-627)170394018 (DE-600)1050978-1 (DE-576)428010717 0256-8543 nnns volume:30 year:2016 number:3 pages:422-439 http://dx.doi.org/10.1080/02568543.2016.1178196 Volltext http://www.tandfonline.com/doi/abs/10.1080/02568543.2016.1178196 http://search.proquest.com/docview/1802448340 GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-BIF GBV_ILN_11 GBV_ILN_4012 GBV_ILN_4317 GBV_ILN_4325 80.00 AVZ AR 30 2016 3 422-439 |
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Lynneth</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. 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The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. 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They Work Together to Roar: Kindergartners' Understanding of an Interactive Causal Task |
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The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. |
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The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. |
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The aim of this study was to investigate kindergartners' exploration of interactive causality during their play with a pair of toy sound blocks. Interactive causality refers to a type of causal pattern in which two entities interact to produce a causal force, as in particle attraction and symbiotic relationships. Despite being prevalent in nature, elementary through college students experience difficulties interpreting interactive causal patterns and tend to resort to simpler, unidirectional explanations of scientific phenomena. Less is known about younger students' nascent conceptions of interactive causality, which can serve as a foundation for advanced science learning. A microgenetic study was conducted to investigate 12 kindergartners' understanding of the interactive nature of the pair of sound blocks. Children's manipulations and explanations of the blocks were analyzed for evidence of unidirectional or interactive reasoning. Ten children produced interactive actions and explanations throughout the study session. The remaining two students shifted from interactive to unidirectional explanations and actions during the session. Children's causal interpretations varied as they focused on different features of the blocks, suggesting that they were attending to evidence of the blocks as they played. These findings inform how teachers may design instructional opportunities that highlight key features of interactive events. |
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