Journey from Child to Scientist
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B01=Jeff Shrager
B01=Sharon M. Carver
Category1=Non-Fiction
Category=JMC
Category=NL-JM
childhood development
classroom education
cognitive development
COP=United States
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Format=BB
IMPN=American Psychological Association
investigation
ISBN13=9781433811388
Language_English
mathematical understanding
natural world
PA=Available
PD=20120415
POP=Washington DC
Price=€50 to €100
PS=Active
PUB=American Psychological Association
science
science education
scientific reasoning
STEM education
Subject=Psychology
Product details
- ISBN 9781433811388
- Dimensions: 178 x 254mm
- Publication Date: 15 Mar 2012
- Publisher: American Psychological Association
- Publication City/Country: Washington DC, US
- Product Form: Hardback
- Language: English
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The impulse to investigate the natural world is deeply rooted in our earliest childhood experiences. This notion has long guided researchers to uncover the cognitive mechanisms underlying the development of scientific reasoning in children.
Until recently, however, research in cognitive development and education followed largely independent tracks. A major exception to this trend is represented in the multifaceted work of David Klahr. His lifelong effort to integrate a detailed understanding of children amp rsquo s reasoning and skill acquisition with the role of education in influencing and facilitating scientific exploration has been essential to the growth of these fields.
In this volume, a diverse group of stellar contributors discuss such wide-ranging ideas as the evolution of amp ldquo folk science amp rdquo in young children and the mechanisms that underlie mathematical understanding, as well as mental models used by children in classroom activities.
The volume amp rsquo s lessons will have profound implications for STEM education, and for the next generation of scientists.
Until recently, however, research in cognitive development and education followed largely independent tracks. A major exception to this trend is represented in the multifaceted work of David Klahr. His lifelong effort to integrate a detailed understanding of children amp rsquo s reasoning and skill acquisition with the role of education in influencing and facilitating scientific exploration has been essential to the growth of these fields.
In this volume, a diverse group of stellar contributors discuss such wide-ranging ideas as the evolution of amp ldquo folk science amp rdquo in young children and the mechanisms that underlie mathematical understanding, as well as mental models used by children in classroom activities.
The volume amp rsquo s lessons will have profound implications for STEM education, and for the next generation of scientists.
Sharon M. Carver, PhD, is a developmental psychologist who serves as a teaching professor at Carnegie Mellon University and the director of the Psychology Department's early childhood laboratory school, The Children's School. With David Klahr, she codirects the university's doctoral Program in Interdisciplinary Education Research (PIER).
Dr. Carver earned an AB in psychology from Princeton University and a PhD in psychology from Carnegie Mellon University, where her advisor was David Klahr.
Dr. Carver's research focus is on the explicit specification of learning goals, the alignment of instruction and assessment with those goals, and the application of diverse teaching strategies to facilitate transfer. She seeks to enhance the reciprocal impact of theory and research in multiple disciplines to strengthen the learning of children, educators, families, university students, and researchers.
Jeff Shrager, PhD, is a consulting associate professor of symbolic systems at Stanford University, and chief technological officer of CollabRx, Inc., a biomedical informatics startup.
A computational psychologist of science, Dr. Shrager seeks to understand how science works and to build human amp ndash computer networks that facilitate scientific discovery.
Dr. Shrager holds degrees in computer science and cognitive and developmental psychology from The University of Pennsylvania and Carnegie Mellon University, respectively, and has conducted research in cognitive and developmental neuroscience, informal science education, scientific computing, human learning, artificial intelligence, molecular microbial marine biology and genomics, nonlinear mathematics, and many other areas.
Dr. Carver earned an AB in psychology from Princeton University and a PhD in psychology from Carnegie Mellon University, where her advisor was David Klahr.
Dr. Carver's research focus is on the explicit specification of learning goals, the alignment of instruction and assessment with those goals, and the application of diverse teaching strategies to facilitate transfer. She seeks to enhance the reciprocal impact of theory and research in multiple disciplines to strengthen the learning of children, educators, families, university students, and researchers.
Jeff Shrager, PhD, is a consulting associate professor of symbolic systems at Stanford University, and chief technological officer of CollabRx, Inc., a biomedical informatics startup.
A computational psychologist of science, Dr. Shrager seeks to understand how science works and to build human amp ndash computer networks that facilitate scientific discovery.
Dr. Shrager holds degrees in computer science and cognitive and developmental psychology from The University of Pennsylvania and Carnegie Mellon University, respectively, and has conducted research in cognitive and developmental neuroscience, informal science education, scientific computing, human learning, artificial intelligence, molecular microbial marine biology and genomics, nonlinear mathematics, and many other areas.
