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Collaborators ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Co-Authors on PrePS book with RG Current  Co-PI’s  with RG Partial Funding From NSF LIS and ROLE
Partial Funding From NSF LIS and ROLE   Relevant Science Learning Paths for Preschool   Rochel Gelman Psychology and Rutgers Center for Cognitive Science Irvine Stem Conference   Feb, 2010
Three Major Developments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Important Lessons from Cognitive Science ,[object Object],[object Object],[object Object],[object Object]
Lessons Continued ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Science in Preschool? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How Can THAT Be !? After all, for a very long time Pre-K and K’s said to be: 1. perception-bound  2. without the ability to form abstract concepts 3. absent the requisite conceptual format …… ..  For abstract thoughts
Partial Reply ,[object Object],[object Object],[object Object],[object Object]
The Domain of Science ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Role of Observation in the Development of Science ,[object Object],[object Object]
Galileo From :commons.wikimedia.org
Galileo’s Drawings of Different Phases of the Moon with Telescope that he Made
Galileo’s Observations ,[object Object],[object Object],[object Object],[object Object],[object Object]
Trouble
Andreas Vesalius- (1514-1564):  Started Anatomy Vesalius, A. and Kalkar, J.S. (1538). Tabulae Anatomica, P.D. Bernardi, Venice.
Some Relevant Research with Preschoolers .
Causal Reasoning Baillargeon and Gelman Also, M. Bullock, S.Gelman, Gopnik, Saxe, Opfer, DuBois,  etc.   3-and 4-yrs olds’ correctly predict the effect of relevant and irrelevant changes in “initial’ cause and mechanism as to whether “Fred” will fall.
The Animate-Inanimate Distinction Also R. Baillargeon,  S. Carey,  S. Gelman, Hatano and Inagaki, Leslie, Opfer, E.S. Spelke, etc Different sources of “energy”, stuff, and interaction potential: 1. Animate’s - from within and ‘biological material and internally determined organization 2. Inanimate’s -from external agent, and man-made or inert.
Brenneman and Gelman
Uphill-downhill Stimuli in Massey & Gelman Animate - like inanimates Animates
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Children’s Biological Concepts
[object Object],[object Object],[object Object],Biological Concepts: Parent-Offspring Relations
[object Object],[object Object],[object Object],[object Object],[object Object],Biological Concepts: Plants
More Research Background Natural Number Arithmetic- Lots and lots of people  Distinguish between drawing and writing -  Landsmann-Tolchinsky, Levin, Brenneman, Massey et al;  Learn words very fast if know something about how to use them. . (6-9 words a day).  Carey, Lipton, Markman, S. Gelman, etc., etc Adjust communications for different listeners. Shatz, etc.  Take to technology with ease -- example of “trash”
Opportunities to Make Observations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Taking Preschoolers onto  Science Learning Pathways   ,[object Object],[object Object],[object Object],[object Object],[object Object]
Initial Step on Observations ,[object Object],[object Object],[object Object],[object Object]
More - repeat former   ,[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Relevant Science Learning Paths for Preschool - Rochel Gelman
 
More Learning Experiences about   each Sense and its Function What’s inside the sock?  What color is it?   ,[object Object]
Examples of ‘Across the Curriculum”
Growing a Sunflower House
Relevant Science Learning Paths for Preschool - Rochel Gelman
Relevant Science Learning Paths for Preschool - Rochel Gelman
Relevant Science Learning Paths for Preschool - Rochel Gelman
Relevant Science Learning Paths for Preschool - Rochel Gelman
Growing Plants - Manipulating Variables ,[object Object],[object Object],[object Object]
Healthy Plant: “ They have more leaves than the other ones and they have everything they needed” Unhealthy Plant: “ And this is green but it has little yellow spots” A: Lets look at one of these. If you look at this one, how do you know that this one is the healthy one, and  not this one?  C: Because this one is standing up, and this one is bending down
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Life Cycles
[object Object],[object Object],[object Object],[object Object],What Children Know
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Educational Intervention
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],Ex. Illustrations in Set 1 Ex. Illustrations in Set 2
[object Object],[object Object],[object Object],Findings
Conclusions 1, Can teach preschoolers science, of the kind that puts them on a relevant learning path. 2. Can build positive affect for doing science iff  - build on what they know and their exploratory, questioning minds.  iff - do not treat science as a fact memorization task

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Relevant Science Learning Paths for Preschool - Rochel Gelman

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  • 2. Partial Funding From NSF LIS and ROLE Relevant Science Learning Paths for Preschool Rochel Gelman Psychology and Rutgers Center for Cognitive Science Irvine Stem Conference Feb, 2010
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  • 7. How Can THAT Be !? After all, for a very long time Pre-K and K’s said to be: 1. perception-bound 2. without the ability to form abstract concepts 3. absent the requisite conceptual format …… .. For abstract thoughts
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  • 12. Galileo’s Drawings of Different Phases of the Moon with Telescope that he Made
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  • 15. Andreas Vesalius- (1514-1564): Started Anatomy Vesalius, A. and Kalkar, J.S. (1538). Tabulae Anatomica, P.D. Bernardi, Venice.
  • 16. Some Relevant Research with Preschoolers .
  • 17. Causal Reasoning Baillargeon and Gelman Also, M. Bullock, S.Gelman, Gopnik, Saxe, Opfer, DuBois, etc. 3-and 4-yrs olds’ correctly predict the effect of relevant and irrelevant changes in “initial’ cause and mechanism as to whether “Fred” will fall.
  • 18. The Animate-Inanimate Distinction Also R. Baillargeon, S. Carey, S. Gelman, Hatano and Inagaki, Leslie, Opfer, E.S. Spelke, etc Different sources of “energy”, stuff, and interaction potential: 1. Animate’s - from within and ‘biological material and internally determined organization 2. Inanimate’s -from external agent, and man-made or inert.
  • 20. Uphill-downhill Stimuli in Massey & Gelman Animate - like inanimates Animates
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  • 24. More Research Background Natural Number Arithmetic- Lots and lots of people Distinguish between drawing and writing - Landsmann-Tolchinsky, Levin, Brenneman, Massey et al; Learn words very fast if know something about how to use them. . (6-9 words a day). Carey, Lipton, Markman, S. Gelman, etc., etc Adjust communications for different listeners. Shatz, etc. Take to technology with ease -- example of “trash”
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  • 33. Examples of ‘Across the Curriculum”
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  • 40. Healthy Plant: “ They have more leaves than the other ones and they have everything they needed” Unhealthy Plant: “ And this is green but it has little yellow spots” A: Lets look at one of these. If you look at this one, how do you know that this one is the healthy one, and not this one? C: Because this one is standing up, and this one is bending down
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  • 47. Conclusions 1, Can teach preschoolers science, of the kind that puts them on a relevant learning path. 2. Can build positive affect for doing science iff - build on what they know and their exploratory, questioning minds. iff - do not treat science as a fact memorization task

Notas del editor

  1. Predict whether Fred will fall. Vary material,, length, width of the beginning stick; remove a center block; , woo
  2. As preschool children interact with their environment, they begin to develop knowledge about how items in the natural world grow and change. Across the life span, plants sprout roots and leaves, animals grow and develop features. And physical growth is a natural transformation that can rapidly alter the appearance of living things. For instance, a child must learn that a tree cannot grow into a giraffe and a dog cannot become an egg (Rosengren, Gelman, Kalish, McCormick, 1991).
  3. Young children have some accurate intuitions about differences between animals and non-living objects with regard to capacity for growth, but knowledge about offspring-parent relations and plants generally seems more fragile. However, where they encounter more difficulty is mapping plants to the same category of living things as animals, as plants are not animate objects
  4. Opfer & Seigler, Leddon, Waxman & Medin, Richards & Seigler, Inagaki & Hatano
  5. Just a few of the learning activities
  6. Massey & Roth 2004 No reliable pre-post
  7. Younger group, t (20) = 2.09, p<.001, two-tailed Older children, t (21) = 2.08, p<.001, two-tailed