Abstract:
Although the "child as scientist" metaphor is both appealing and popular, many empirical studies show that pre-schoolers and elementary school children do not fully understand the distinction between confounded and unconfounded designs or between determinate and indeterminate evidence. In this talk Klahr will describe some investigations of whether young children's misconceptions about evidence and experiments are intractable or instructable.
Sponsored by NICHD
Introduced by Lisa Freund, NICHD
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