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Social interaction and conceptual change pave the way away from children's misconceptions about the Earth.
NPJ Sci Learn 2019; 4:12NS

Abstract

Throughout development, children undergo moments of abrupt conceptual transitions, often replacing intuitive knowledge with grounded scientific theories. This typically also creates a situation of social conflict, as different children may hold at the same time substantially different theories and explanations about the same phenomenon. The main objective of this work is to understand whether social interaction and exchange of arguments and reasoning may be a catalyzer for conceptual development. Dyads of 7-year-old children with different conceptual understanding of the Earth were asked to reach a consensus about its astronomic and geometric properties. Our results show that mere minutes of deliberation can result in substantial changes in children's conceptual representations, and moreover, that this transition was consistently in the direction of reasoned and scientific opinions. These results provide empirical evidence and suggest specific ways in which peer interaction can be used effectively to promote conceptual change in school settings, in a knowledge domain at the center of this era's post truth and science denial crisis.

Authors+Show Affiliations

1Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Buenos Aires, Argentina. 2Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.1Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Buenos Aires, Argentina. 2Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.1Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Buenos Aires, Argentina. 2Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

31482009

Citation

de la Hera, Diego Pablo, et al. "Social Interaction and Conceptual Change Pave the Way Away From Children's Misconceptions About the Earth." NPJ Science of Learning, vol. 4, 2019, p. 12.
de la Hera DP, Sigman M, Calero CI. Social interaction and conceptual change pave the way away from children's misconceptions about the Earth. NPJ Sci Learn. 2019;4:12.
de la Hera, D. P., Sigman, M., & Calero, C. I. (2019). Social interaction and conceptual change pave the way away from children's misconceptions about the Earth. NPJ Science of Learning, 4, p. 12. doi:10.1038/s41539-019-0051-3.
de la Hera DP, Sigman M, Calero CI. Social Interaction and Conceptual Change Pave the Way Away From Children's Misconceptions About the Earth. NPJ Sci Learn. 2019;4:12. PubMed PMID: 31482009.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Social interaction and conceptual change pave the way away from children's misconceptions about the Earth. AU - de la Hera,Diego Pablo, AU - Sigman,Mariano, AU - Calero,Cecilia Ines, Y1 - 2019/08/28/ PY - 2018/11/11/received PY - 2019/06/11/accepted PY - 2019/9/5/entrez PY - 2019/9/5/pubmed PY - 2019/9/5/medline KW - Cognitive neuroscience KW - Human behaviour SP - 12 EP - 12 JF - NPJ science of learning JO - NPJ Sci Learn VL - 4 N2 - Throughout development, children undergo moments of abrupt conceptual transitions, often replacing intuitive knowledge with grounded scientific theories. This typically also creates a situation of social conflict, as different children may hold at the same time substantially different theories and explanations about the same phenomenon. The main objective of this work is to understand whether social interaction and exchange of arguments and reasoning may be a catalyzer for conceptual development. Dyads of 7-year-old children with different conceptual understanding of the Earth were asked to reach a consensus about its astronomic and geometric properties. Our results show that mere minutes of deliberation can result in substantial changes in children's conceptual representations, and moreover, that this transition was consistently in the direction of reasoned and scientific opinions. These results provide empirical evidence and suggest specific ways in which peer interaction can be used effectively to promote conceptual change in school settings, in a knowledge domain at the center of this era's post truth and science denial crisis. SN - 2056-7936 UR - https://www.unboundmedicine.com/medline/citation/31482009/Social_interaction_and_conceptual_change_pave_the_way_away_from_children's_misconceptions_about_the_Earth L2 - https://www.ncbi.nlm.nih.gov/pmc/articles/pmid/31482009/ DB - PRIME DP - Unbound Medicine ER -