Browse > Article

Young Children's 'More Means More' Bias and Knowledge Change Process Regarding a Lever Phenomenon  

Kim, He Ra (대덕대학교 유아교육과)
Publication Information
Korean Journal of Childcare and Education / v.9, no.2, 2013 , pp. 117-141 More about this Journal
Abstract
The purpose of this study is to investigate the young children's 'more means more' bias and knowledge change process regarding a lever phenomenon, especially the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force. Subjects, who were presented with the tasks, were eight young children 5 years of age. Major findings were as followings. First, most of the subjects have a 'more means more' bias about the relationship between the weight of an object and the strength of force and between the length of a lever and the strength of force regarding a lever phenomenon. This meant that young children have similar concepts about a lever phenomenon regardless of whether it is right or wrong physically. Second, young children tried to make sure of their knowledge during experiments. They chose the evidence which confirmed their knowledge. But they tried to change their knowledge, when the evidence presented did not correspond to their knowledge. These findings contribute to understanding young children's 'more means more' bias and knowledge change process about a lever phenomenon and can be used in preschool science education programs and curriculums.
Keywords
'more means more' bias; knowledge change process; lever phenomenon;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 김헤라, 이순형(2009). 유아의 빛과 그림자 현상에 대한 지식의 변화, 유아교육연구, 29(3), 305-323.
2 송명자, 박충일(1990). 초등학교 아동의 평형과제 해결을 위한 규칙지식 분석, 동아대학교 대학원 논문집, 15, 99-118.
3 홍지명, 문병환(2012). ARCS 동기화를 통한 과학교육 활동이 유아의 과학적 태도 및 과학적탐구능력에 미치는 효과. 한국보육지원학회지, 8(6), 127-146.
4 Baillageon, R. (1987). Object permanence in 3.5- and 4.5-month-old infants. Developmental Psychology, 23, 655-664.   DOI
5 Baillargeon, R. (1994) How do infants learn about the physical world? Current directions in Psychological Science, 3, 133-140.   DOI
6 Chen, Z., Sanchez, R., & Campbell, T. (1997). From beyond to within their grasp: The rudiments of analogical problem solving in 10- and 13-month-olds. Developmental Psychology, 33, 780-801.
7 Chi, M. (1994). Conceptual change and ontological categories, In R. N. Giere (Ed.), Cognitive models of science. Minneapolis, MN: University in Minnesota Press.
8 diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10, 105-225.   DOI   ScienceOn
9 Flavell, J. H., Miller, P., & Miller, S. (2002). Cognitive development (4th ed.). Englewood Cliffs, NJ: Prentice Hall.
10 Ginsburg, H., & Opper, S. (1988). Piaget's theory of intellectual development : A introduction (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
11 Gopnik, A., & Sobel, D. (2000). Detecting blickets: How young children use information about novel causal powers in categorization and induction. Child Development, 71, 1205-1222.   DOI   ScienceOn
12 Goswami, U. (1995). Transitive relational mappings in three-and four-year-olds: The analogy of Goldilocks and the three bears. Child Development, 66, 877-892.   DOI   ScienceOn
13 Goswami, U. (1996). Analogical reasoning and cognitive development. In H. Reese (Ed.), Advances in child development and behaviour(Vol. 26). New York: Academic Press.
14 Halford, G. (1993). Children's understanding: The development of mental models. Hillsdale, NJ: Lawrence Erlbaum.
15 Harlen, W. (1993). Teaching and learning primary science (2nd ed.). London; Philadelphia : Paul Chapman Publishing.
16 Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books.
17 Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3, 195-212.   DOI   ScienceOn
18 Keil, F. (1979). Semantic and conceptual development. Combridge, MA: Harvard University Press.
19 Kloos, H., & Amazeen, E. (2005). Building blocks of physical knowledge: Can children learn how two dimensions are correlate? Advances in Psychology Research, 35, 1-13.
20 Kloos, H., & Somerville, S. C. (2001). Providing impetus for conceptual change : the effect of organizing the input. Cognitive Development, 16, 737-759.   DOI   ScienceOn
21 Kuhn, D., & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1, 113-129.   DOI   ScienceOn
22 Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60 (Serial No. 245).
23 Mandler, J., & McDonough, L. (1998). Studies in inductive inference in infancy. Cognitive Psychology, 37, 60-96.   DOI   ScienceOn
24 Minstrell, J. (1992). Facets of students' knowledge and relevant instruction. In R. Duit, F. Goldberg, and H. Niedderer (Eds.), Research in Physics learning : Theoretical issues and empirical studies(pp. 110-128). Kiel, Germany: Institute for Science Education at the University of Kiel.
25 Perner, D. & Klahr, D. (1996). The interaction of domain-specific knowledge and domain-general discovery strategies: a study with sinking objects. Child Development, 67, 2709-2727.   DOI   ScienceOn
26 Schapiro, A., & McClelland, J. (2009). A connectionist model of a continuous developmental transition in the balance scale task. Cognition, 110, 395-411.   DOI   ScienceOn
27 Piaget, J. (1929). The child's conception of the world. London: Kegan Paul, Trench, & Trubner.
28 Piaget, J. (1930). The child's conception of the physical causality. London: Kegan Paul, Trench, & Trubner.
29 Ruffman, T., Perner, J., Olson, D., & Doherty, M. (1993). Reflecting on scientific thinking: Children's understanding of the hypothesis-evidence relation. Child Development, 64, 1617-1636.   DOI   ScienceOn
30 Schauble, L. (1990). Belief revision in children: The role of prior knowledge and strategies for generating evidence. Journal of Experimental Child Psychology, 49, 31-57.   DOI   ScienceOn
31 Schauble, L. (1996). The development of scientific reasoning in knowledge-rich context. Developmental Psychology, 32, 102-119.   DOI
32 Schlesinger, M., & Langer, J. (1999). Infants' developing expectations of possible and impossible too-use events between ages 8 and 12 months. Developmental Science, 2, 195-205.   DOI   ScienceOn
33 Siegler, R. (1978). The origins of scientific reasoning. In R. S. Siegler (Ed.), Children's thinking : What develops? Hillsdale, NJ : Erlbaum.
34 Sime, M. (1973). A child's eye view. New York: Harper.
35 Smith, C., Carey, S., & Wiser, M. (1985). On differentiation: A case study of the concepts of size, weight and density. Cognition, 21, 177-237.   DOI   ScienceOn
36 Smith, C., & Sera, M. (1992). A developmental analysis of the polar structure of dimensions. Cognitive Psychology, 24, 99-142.   DOI   ScienceOn
37 Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766.   DOI   ScienceOn
38 Wilkening, F., & Huber, S. (2002). Children's intuitive physics. In U. Goswami (Ed.), Blackwell handbook of child cognitive development(pp. 349-370). Oxford, UK: Blackwell.
39 Spelkey, E. (1994). Initial Knowledge : Six suggestion. Cognition, 50, 431-445.   DOI   ScienceOn
40 Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.   DOI