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Brain Controls Everything: Children's Ideas About the Body [Kietas viršelis]

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This book explores a study of how and under what circumstances children’s ideas about the body change over the period of two school years, Primary 1 and 2 (6 and 7 years old), in a ‘normal’ classroom setting in an Icelandic primary school. The focus is on children’s ideas about the structure, location and function of bones and other organs and how changes in pupils’ ideas are affected by the curriculum, teaching methods, teaching materials and teacher - pupil and peer interactions. Special attention is given to the differences between quiet children and more open children in respect to these issues.

Result from the study shows that the children were generally more aware of the structures, locations and functions of the various organs than they were of processes and how the organs were interrelated and they were also more aware of the digestive system than other organ systems.



This book examines how children's ideas about the body evolve over two school years in an Icelandic primary school. It focuses on their understanding of bones and organs, influenced by curriculum, teaching methods, and interactions. It highlights differences between quiet and open children and their awareness of organ systems.

Foreword xiii
1 Introduction
1(6)
1.1 The Structure of the Study
5(2)
2 Review of Previous Research
7(56)
2.1 Theoretical Ideas About Cognition
7(12)
2.2 Children's Ideas About the Body
19(13)
2.2.1 Bones and Muscles
25(1)
2.2.2 Heart, Blood Circulation, and Lungs
26(1)
2.2.3 Digestion
27(3)
2.2.4 Brain
30(1)
2.2.5 Reproduction
31(1)
2.3 Interaction---Learning From Each Other and From the Teacher
32(10)
2.4 Teaching About the Body
42(9)
2.5 Quiet Children
51(10)
2.6 Research Questions
61(2)
3 Methodology
63(34)
3.1 Research Design
65(1)
3.2 The Tradition Within Which the Research Is Situated and the Methods Used
66(6)
3.3 The Setting
72(2)
3.4 The Teacher
74(1)
3.5 The Classroom
74(1)
3.6 Classroom Observation
75(5)
3.7 Observation of Teachers' Meetings
80(1)
3.8 Interviews With the Teacher
81(2)
3.9 Interviews With the Children
83(3)
3.10 Interviews With Parents
86(1)
3.11 Drawings
87(6)
3.12 Diagnostic Tasks
93(3)
3.13 Statistical Analysis
96(1)
4 Results
97(58)
4.1 Children's Ideas About the Body and How Their Ideas Change
98(28)
4.1.1 Bones/Skeleton and Muscles
99(4)
4.1.2 The Organs in the Body
103(4)
4.1.3 Heart and the Blood Circulation, and the Lungs
107(2)
4.1.4 Digestion
109(3)
4.1.5 Brain
112(3)
4.1.6 Liver and Kidneys
115(1)
4.1.7 Reproduction
116(2)
4.1.8 What Changed and What Did Not Change?
118(1)
4.1.9 Information Obtained From Different Sources
119(5)
4.1.10 Oli's Ideas
124(2)
4.2 The Main Teaching Methods Used and Their Effects
126(14)
4.2.1 Teaching Methods
126(1)
4.2.2 Short Introduction and Questioning Strategies---Discussion Methods
127(4)
4.2.3 Practical Work---Investigations
131(2)
4.2.4 Interactive Activities on the Internet
133(1)
4.2.5 Drama
134(1)
4.2.6 Demonstration
135(1)
4.2.7 Drawings
135(1)
4.2.8 Teaching Material
136(3)
4.2.9 Summary
139(1)
4.3 Pupil Involvement and the Interaction in the Classroom
140(15)
4.3.1 Difference Between the Involvement of Boys and Girls
142(2)
4.3.2 Being Active Means a Lot More Than Taking Part in the Classroom Discussion or Expressing Ideas
144(2)
4.3.3 Are the Quiet Children (the Visibly Passive Group) Learning Less Than the Others'?
146(5)
4.3.4 The Influence the Children Have on Each Other's Ideas
151(4)
5 Discussion and Conclusions
155(34)
5.1 Children's Ideas About the Body---Structure, Location, Function, and Processes
155(11)
5.1.1 Bones and Muscles
157(2)
5.1.2 Organs
159(3)
5.1.3 Digestion
162(2)
5.1.4 Brain
164(2)
5.2 The Main Factors Influencing Changes in Pupils' Ideas
166(1)
5.3 Teaching Methods: Which is Most Effective?
166(4)
5.4 The Influence of the Teaching Material
170(1)
5.5 The Potential Effect of Interaction in the Classroom, Teacher-Pupil, Peer Interaction
171(1)
5.6 The Difference Between the Quiet Children and the More Open Children
172(7)
5.7 The Different Methods Used to Gain Access to Children's Ideas
179(2)
5.8 Methodological Strengths and Weaknesses
181(1)
5.9 The Contribution of This Research to the Educational Field
182(1)
5.10 Recommendation for Teaching About the Body
183(3)
5.11 Conclusions
186(3)
I Interview Scheme for Interviews on November 20 and 27, 2003 189(2)
II Children's Ideas About the Body 191(2)
III Children's Ideas About the Body 193(2)
IV Guidelines for Parent Interviews 195(2)
V Children's Ideas About the Body 197(2)
VI Diagnostic Tasks 199(8)
VII Children's Ideas About the Body 207(2)
References 209
Gunnhildur Óskarsdóttir, University of Iceland. Bharath Sriraman, University of Montana and Lyn English, Queensland University of Technology, USA.