Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth

Autores
de la Hera, Diego Pablo; Sigman, Mariano; Calero, Cecilia Ines
Año de publicación
2019
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: de la Hera, Diego Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Materia
SOCIAL INTERACTION
CONCEPTUAL CHANGE
SOCIOCOGNITIVE CONFLICT
PEER TUTORING
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/155412
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Social interaction and conceptual change pave the way away from children’s misconceptions about the Earthde la Hera, Diego PabloSigman, MarianoCalero, Cecilia InesSOCIAL INTERACTIONCONCEPTUAL CHANGESOCIOCOGNITIVE CONFLICTPEER TUTORINGhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Throughout 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.Fil: de la Hera, Diego Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; ArgentinaFil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; ArgentinaFil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; ArgentinaSpringer2019-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/155412de la Hera, Diego Pablo; Sigman, Mariano; Calero, Cecilia Ines; Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth; Springer; Npj Science of Learning; 4; 8-2019; 1-122056-7936CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1038/s41539-019-0051-3info:eu-repo/semantics/altIdentifier/url/https://www.nature.com/articles/s41539-019-0051-3info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T15:25:36Zoai:ri.conicet.gov.ar:11336/155412instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 15:25:36.346CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
title Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
spellingShingle Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
de la Hera, Diego Pablo
SOCIAL INTERACTION
CONCEPTUAL CHANGE
SOCIOCOGNITIVE CONFLICT
PEER TUTORING
title_short Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
title_full Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
title_fullStr Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
title_full_unstemmed Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
title_sort Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth
dc.creator.none.fl_str_mv de la Hera, Diego Pablo
Sigman, Mariano
Calero, Cecilia Ines
author de la Hera, Diego Pablo
author_facet de la Hera, Diego Pablo
Sigman, Mariano
Calero, Cecilia Ines
author_role author
author2 Sigman, Mariano
Calero, Cecilia Ines
author2_role author
author
dc.subject.none.fl_str_mv SOCIAL INTERACTION
CONCEPTUAL CHANGE
SOCIOCOGNITIVE CONFLICT
PEER TUTORING
topic SOCIAL INTERACTION
CONCEPTUAL CHANGE
SOCIOCOGNITIVE CONFLICT
PEER TUTORING
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv 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.
Fil: de la Hera, Diego Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
description 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.
publishDate 2019
dc.date.none.fl_str_mv 2019-08
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/155412
de la Hera, Diego Pablo; Sigman, Mariano; Calero, Cecilia Ines; Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth; Springer; Npj Science of Learning; 4; 8-2019; 1-12
2056-7936
CONICET Digital
CONICET
url http://hdl.handle.net/11336/155412
identifier_str_mv de la Hera, Diego Pablo; Sigman, Mariano; Calero, Cecilia Ines; Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth; Springer; Npj Science of Learning; 4; 8-2019; 1-12
2056-7936
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1038/s41539-019-0051-3
info:eu-repo/semantics/altIdentifier/url/https://www.nature.com/articles/s41539-019-0051-3
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.22299

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