LEADER 06120nam 22006373 450 001 9910624330403321 005 20231110211738.0 010 $a0-262-37061-1 035 $a(CKB)5680000000039151 035 $a(MiAaPQ)EBC7069269 035 $a(Au-PeEL)EBL7069269 035 $a(OCoLC)1333708314 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/93885 035 $a(OCoLC-P)1333708314 035 $a(MaCbMITP)11939 035 $a(EXLCZ)995680000000039151 100 $a20220629d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConstructing science $econnecting causal reasoning to scientific thinking in young children /$fDeena Skolnick Weisberg and David M. Sobel 205 $a1st ed. 210 1$aCambridge, Massachusetts :$cThe MIT Press,$d[2022] 215 $a1 online resource (387 pages) 225 1 $aThe MIT Press 311 08$a0-262-04468-4 320 $aIncludes bibliographical references and index. 327 $aIntro -- Contents -- Acknowledgments -- I. The Foundations of Scientific Thinking -- 1. How Do We Develop the Capacity to Think Scientifically? -- What Is Scientific Thinking? -- Scientific Thinking in Childhood I: Content Knowledge -- Scientific Thinking in Childhood II: Doing Science -- Scientific Thinking in Childhood III: Defining "Science" -- Outline of the Book -- 2. The Evolution of Rational Constructivism -- Theory Theory (or the Child-as-Scientist Metaphor) -- A Problem with the Child-as-Scientist Metaphor -- Causal Reasoning as Associative Learning -- Constraining Causal Inferences -- Bridging Statistical Learning to Causal Models -- What Are Causal Graphical Models? -- Blicket Detectors -- Back to Associative Reasoning -- Bayesian Inference -- A Concern about Mechanisms -- Levels of Explanation -- 3. Beyond Rational Constructivism -- Nonindependence -- Where Does a Concept of "Cause" Come From? -- Active Learning -- The Social Nature of Learning -- Questions of Explanations -- 4. Variables Relating Causal Reasoning to Scientific Thinking -- Age -- Complexity -- Use of Scientific Content -- Observing versus Generating Data -- Recognizing and Using the Control of Variables Strategy -- Learning from Exploration and Play -- Diagnosis and Belief Revision -- Metacognition -- Building Bridges -- II. Bridging Causal Reasoning to Scientific Thinking -- 5. A New Blicket Detector Task -- How the Task Works -- Adults' Performance -- Children's Performance -- Further Uses of the New Blicket Detector Task -- 6. Contextualization in Causal Reasoning and Scientific Thinking -- The Role of Contextualization in Adult Reasoning -- The Role of Contextualization in Development (or, What's Fantasy Got to Do with It?) -- Context in Causal Reasoning and Scientific Thinking -- Blickets to Butterflies -- Comparing Contexts -- Blicket-saurus. 327 $a7. Causal Reasoning and the Development of Metacognitive Thinking: Cross-Sectional and Longitudinal Investigations -- The Disagreement Task -- School Partnership and Longitudinal Sample -- Performance on the Disagreement Task -- Performance on Causal Reasoning Tasks -- Relations between the Causal Reasoning Task and the Disagreement Task -- Relations to Standardized Metrics of Academic Achievement -- What Do These Data Tell Us about the Relation between Causal Reasoning and Science Education? -- III. Children's Explicit Definitions of Abstract Concepts -- 8. Children's Definitions of "Science" -- Intensions and Extensions -- Children's Conceptions of "Science" -- "What Is Science?" -- Testing the Relation between Definitions of "Science" and Measures of Scientific Thinking -- Do Definitions of "Science" Relate to Scientific Thinking? -- "Is That Science?" -- Children's Understanding of What Makes an Investigation Scientific -- Developing an Understanding of What Science Is -- 9. Children's Definitions of "Learning" and "Teaching" -- "What Is Learning?" -- Children's Understanding of When Learning Happens -- Children's Understanding of the Relations between Learning and Play -- "What Is Teaching?" -- 10. Children's Definitions of "Pretending" -- "What Is Pretending?" -- The Continued Adventures of Moe the Troll -- Building Fictional Worlds -- Imagination and Causal Reasoning -- Counterfactual Thinking in Development -- Possibility and Probability -- The Role of Inhibition -- Imagination and Science -- IV. Conclusion -- 11. What Does It Mean to Engage in Scientific Thinking? -- Causal Reasoning as a Foundation for Scientific Thinking -- Explicit Understanding of Science -- Constraints and Enabling Conditions: Relations among Knowledge and Skills -- Constructing Scientists -- What Constructing Science Means -- Notes -- Chapter 1 -- Chapter 2. 327 $aChapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- References -- Index. 330 $a"A novel attempt to explain why teens and adults often struggle with scientific explanation even thought young children clearly possess impressive causal reasoning skills"--$cProvided by publisher. 410 4$aThe MIT Press 606 $aScience$xMethodology 606 $aReasoning in children 606 $aScientific ability 606 $aScience$xStudy and teaching$xPsychological aspects 606 $aConstructivism (Education) 610 $aPSYCHOLOGY / Cognitive Neuroscience & Cognitive Neuropsychology 610 $aSOCIAL SCIENCE / Childrens Studies 610 $aPSYCHOLOGY / Developmental / Child 615 0$aScience$xMethodology. 615 0$aReasoning in children. 615 0$aScientific ability. 615 0$aScience$xStudy and teaching$xPsychological aspects. 615 0$aConstructivism (Education) 676 $a501 700 $aWeisberg$b Deena Skolnick$01265677 702 $aSobel$b David M. 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910624330403321 996 $aConstructing Science$92968143 997 $aUNINA