title: The role of diverse instruction in conceptual change.
abstract: This study examined how a fundamental principle of induction and scientific reasoning, information diversity, could be used to promote change in children's mental models of the earth's shape. Six-year-old children (N=132) were randomly allocated to a control or to one of two training conditions. Some training groups received instruction that simultaneously challenged children's beliefs concerning (a) why the earth appears flat to a surface observer and (b) the role of gravity. Others received instruction that repeatedly challenged only one of these beliefs. An adaptation of the Vosniadou and Brewer (1992, Cognitive Psychology 24, 535-585) protocol for identifying mental models of the earth was administered before and after instruction. Both instruction methods produced increases in factual knowledge. Only children receiving instruction about two core beliefs, however, showed an increased rate of acceptance of a spherical earth model at posttest. The findings show that instruction that challenges diverse aspects of children's naïve scientific beliefs is more likely to produce conceptual change.
authors: School of Psychology, University of New South Wales, Sydney, NSW 2052, Australia. B.Hayes@unsw.edu.au
authors: Brett K
authors: BK
authors: Hayes
authors: Alison
authors: A
authors: Goodhew
authors: Evan
authors: E
authors: Heit
authors: Joanna
authors: J
authors: Gillan
mesh_terms: D002648:Child; D002657:Child Development; D003210:Concept Formation; D018534:Earth, Planet; D005260:Female; D006112:Gravitation; D006801:Humans; D008297:Male; D008962:Models, Theoretical