Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/62047
Type of publication: Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Educology (S007)
Author(s): Daugirdienė, Aušra;Brandišauskienė, Agnė;Endriuškienė, Danguolė
Title: Priešmokyklinio ir pradinio mokyklinio amžiaus vaikų gebėjimas vertinti paaiškinimų kokybę
Other Title: Ability of pre-school and primary school children to assess the quality of explanations
Is part of: Pedagogika : mokslo darbai. , 2016, t. 124, Nr.4
Extent: p. 129-146
Date: 2016
Keywords: Priešmokyklinis;Pradinis mokyklinis amžius;Gebėjimas vertinti;Paaiškinimai;Pre-school children;Primary school children;Ability to assess the quality of explanations
Abstract: Vaikai yra smalsūs ir nuolat siekia išsiaiškinti daugybę dalykų. Moksliniai tyrimai rodo, kad net labai maži vaikai siekia konkrečių atsakymų į juos dominančius klausimus, ieškodami priežastinio ryšio. Atsakydami į vaikų klausimus, pedagogai ar tėvai gali pateikti logiškus ar nelogiškus (aptakius) paaiškinimus. Gebėjimas įvertinti paaiškinimų kokybę yra esminė vaikų intelekto vystymosi dalis (Baum, Danovitch ir Keil, 2008), todėl šiuo darbu ir siekiama nustatyti, kaip priešmokyklinio ir pradinio mokyklinio amžiaus vaikai geba vertinti paaiškinimų kokybę, ar skiriasi šis gebėjimas, atsižvelgiant į turimą informaciją, ir kaip sąmoningai vaikai renkasi logišką paaiškinimą kaip tinkamesnį
Explanations about the surrounding world are of particular significance for children since it is a way for them to learn and cognise the environment. However, Legare (2014) maintains that little is known about the impact of explanations on learning. For the past decade, explanations have been one of the major themes in the studies of cognitive psychology. They aim at answering the key questions: what is the nature of the phenomenon (explanation), what is it composed of, what are its quality criteria, how is it constructed and perceived by children (Lombrozo, 2006). Hence, the aim of the current paper is to explore the ability of pre-school and primary school children to assess the quality of explanations. The aforesaid aim was posed in accordance with the methodology developed by the authors (the methodology was designed with reference to the study of Baum, Danovitch, and Keil (Baum et al., 2008). The research involved 61 children: 20 pre-school children, and 41 primary school children (21 children of the second grade, and 20 children of the fourth grade respectively). The main conclusions of this research are: – children’s ability to assess the quality of explanations increases from pre-school age to the second grade of primary school, yet at this period, it remains unchanged (from the second to fourth grade); – despite that the ability to assess the quality of explanations on familiar and unfamiliar topics differs in both age groups (pre-school and primary school), the differences are not statistically significant
Internet: https://hdl.handle.net/20.500.12259/62047
Affiliation(s): Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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