ידע טבעי לעומת ידע מדעי
When Sociocognitive Transaction among Peers Fails: The Case of Misconceptions in Science October 1993 Child Development 64(5):1571 – 1591 Authors: Iris Levin Sara Druyan Abstract The effect of sociocognitive transaction among peers on cognitive change was analyzed. Transaction concerned the concept of speed applied to 2 problems: a Piagetian problem and a parallel problem […]
הקונפליקט הבינאישי
השפעת פעילות גומלין חברתית-קוגניטיבית על החשיבה המדעית: המשגת מהירות מגמות, רבעון למדעי ההתנהגות, כרך לו גיליון 4, יוני 1995 המחברת: שרה דרויאן תמצית: המטרות המרכזיות של המחקר היו לבחון את הידע שיש לתלמידים בגילים שונים על אודות מושג המהירות, את מידת השפעתה של פעילות גומלין חברתית־קוגניטיבית בקידום הבנתו של מושג זה, וכן לחשוף את התהליכים […]
הקונפליקט הקינסתטי
Effect of the Kinesthetic Conflict on Promoting Scientific Reasoning December 1997 Journal of Research in Science Teaching 34(10):1083 – 1099 Authors: Sara Druyan Abstract The importance of the kinesthetic-cognitive conflict (bodily experience that contradicts cognition) in the development of thinking is rooted in Piaget's theory. This article presents three studies which demonstrate the efficiency […]
הקונפליקט הקוגניטיבי
A comparison of four types of cognitive conflict and their effect on cognitive development May 2001 International Journal of Behavioral Development 25(3):226-236 Authors: Sara Druyan Abstract The study examines the differential influence of four types of conflict—two physical conflicts and two social conflicts—on the improvement of the ability to solve balance problems. A total […]
סגנונות קוגניטיביים
The Differential Contribution of Field-dependent and Field-independent Cognitive Styles to Sociocognitive Transaction in Promoting Scientific Reasoning December 1996 International Journal of Behavioral Development 19(4):831-850 Authors: Sara Druyan Iris Levin Abstract This study examines the influence of two types of conflict-arousing intervention on reasoning about speed among subjects with different cognitive styles. It focuses on […]
תפיסת המהירות
Misconceptions about Motion: Development and Training Effects June 2008 Child Development 61(5):1544 – 1557 Authors: Iris Levin Robert Siegler Sara Druyan Abstract 2 experiments were performed to examine whether children and adults possess a single-object/single-motion intuition. This intuition involves the view that because all parts of a rigid object move together, they all must move […]
תפיסת הזמן
Children's Counting Strategies for Time Quantification and Integration November 1987 Developmental Psychology 23(6):823-831 Authors: Friedrich Wilkening Iris Levin Sara Druyan Abstract This study investigated whether and how children spontaneously employ counting to measure and integrate the duration of events. A total of 180 children, 5 to 7 years old, judged the overall duration of two successive […]