Browse > Article

Prior Thinking and Posterior Thinking Formation of Children and Adolescents In Sinking Objects  

김헤라 (서울대학교 생활과학대학 아동가족학과 석사)
유안진 (서울대학교 생활과학대학 아동가족학과)
Publication Information
Journal of the Korean Home Economics Association / v.40, no.5, 2002 , pp. 39-51 More about this Journal
Abstract
The purpose of this study is to investigate prior thinking and posterior thinking formation of children and adolescents in sinking objects. The subjects consisted of twenty eight, 9- and 11-year old children and fourteen, 13-year old adolescents selected from one elementary school and two middle schools. The transcripts were analyzed to classify children and adolescents'prior thinking and posterior thinking frequency, reasoning response(evidence based response, idea based response) and reasoning method(valid method, invalid method). The data were analyzed by frequency, percentile, mean and standard deviation,1 test, ANOVA. Major findings were as followings: 1. Children and adolescents have already had prior thinking in sinking objects. 2. Children and adolescents applies their prior thinking to posterior thinking formation process. 3. There were significant differences in children and adolescent'posterior thinking formation process, especially choices in objects and reasoning methods depending on age. 4. There were significant differences in children and adolescents'reasoning response depending on presented evidences types.5. Through the experimentation, children and adolescents'prior thinking was different from their posterior thinking. There were significant differences in differences between the prior thinking and posterior thinking depending on age.
Keywords
prior thinking; Posterior thinking; Posterior thinking formation;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Collins, H. M. (1985). Changing Order. London: Sage.Dawson, C., & Rowell, J. The use of data in problem solving: The whys, whens and wherefores, Research in Science Education, 17, 1-10. (1987)
2 Dunbar, K. (1993). Concept discovery in a scientific domain. Cognitive Science, 17, 397-434   DOI   ScienceOn
3 Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689   DOI   ScienceOn
4 Kuhn, D. (1993). Connecting scientific and informal reasoning. Merrill-Palmer Quarterly, 38, 74-103
5 Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press
6 Kulkarni, D.,& Simon, H. A. (1988). The processes of scientific discovery: The strategy of experimentation. Cognitive Science, 12, 139-175   DOI   ScienceOn
7 Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press
8 Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press
9 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
10 Kuhn, D., & Phelps, E. (1982). The development of problem-solving strategies. In H. Reese (Ed.), Advances in child development and behavior (Vol. 17, pp. 1-44). New York: Academic Press
11 박종원, 장병기, 윤혜경, 박승재(1993). 중학생들의 빛과 그림자에 대한 증거 평가. 한국과학교육학회지, 13(2), 135-145   과학기술학회마을   ScienceOn
12 Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689   DOI   ScienceOn
13 Schauble, L. (1996). The development of scientific reasoning in knowledge - reach contexts. Developmental Psychology, 32, 102-119   DOI
14 Kuhn, T. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press
15 Carey, S. (1985). Are children fundamentally different kinds thinkers and learners than adults? In S. Chipman, J. Segal, & R. Glaser(Eds.), Thinking and learning skills(VoL. 2, pp.485-517). Hillsdale, NJ: Erlbaum
16 Chi, M. T. H., Feltovitch, P. J., & Glaser, R. (1980). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152   DOI   ScienceOn
17 DiSessa, A. (1988). Knowledge in pieces. In G. Forman & P. Pufall(Eds.), Constructivism in the Computer age(pp. 49-79), Hillsdale, NJ: Erlbaum
18 Kuhn, D. (1991). The Skills of argument. Cambridge, England: Cambridge University Press
19 장병기(1993). 그림자 현상에 대한 학생의 생각과 제시된 증거 유형에 따른 추론 방식. 서울대학교 박사학위 논문
20 Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Basic Books
21 Klahr, D. & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive science, 12, 1-48   DOI   ScienceOn
22 Carey, S. (1986). Cognitive science and science education. American Psychologist, 41, 1123-1130   DOI
23 Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766   DOI   ScienceOn