"Everyday biology" and its interaction with school biology

“日常生物学”及其与学校生物学的相互作用

• 批准号: 02610036
• 负责人: INAGAKI Kayoko
• 金额: $ 1.22万
• 依托单位: Chiba University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for General Scientific Research (C)
• 财政年份: 1990
• 资助国家: 日本
• 起止时间: 1990 至 1992
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-02610036/
• 关键词: everyday biology; school biology; raising animals and plants; personification; mind-body distinction; 擬人的説明; 植物栽培; 動物飼育; 飼育経験; 動物概念; 身体機能; 概念発達

This project aimed at examining the nature of young children's biological knowledge acquired through everyday life experience, and its interaction with school biology. Studies using interview methods indicated that young children who had raised animals (e.g., goldfish) for an extended period at home came to attribute non- salient biological properties shared by most animals to other animals dissimilar to people; children of ages 4 and 5, and even of 3 for some phenomena, recognized that something inside the body is not fully subject to their intention. These results, along with others, suggest that young children before schooling have a form of biology, which might be called "everyday biology".Questionnaires given to elementary and kindergarten teachers and some pilot observations revealed that in the instruction for raising animals and plants not only kindergarten teachers but also elementary ones often gave young children personifying explanations and/or feedback, sometimes overly personifying. Experimental studies showed that giving hints which would activate children's knowledge about humans tended to facilitate their biological understanding; however, some overly personifying explanations given by adults tended to inhibit children's biological understanding.Future studies are needed to develop more concrete and more detailed instructional methods helping children elaborate their everyday biology.

该项目旨在研究幼儿通过日常生活经验获得的生物知识的本质及其与学校生物的相互作用。使用访谈方法的研究表明，在家中长期饲养动物（例如金鱼）的幼儿会将大多数动物所共有的非显着生物学特性归因于与人类不同的其他动物； 4岁和5岁的孩子，甚至3岁的孩子对于某些现象都认识到身体内部的某些东西并不完全服从他们的意图。这些结果与其他结果一起表明，幼儿在上学前就已经具备了某种形式的生物学能力，可以称为“日常生物学”。对小学和幼儿园教师进行的调查问卷以及一些试点观察表明，在饲养动植物的指导中，没有只有幼儿园老师和小学老师经常给幼儿进行拟人化的解释和/或反馈，有时过于拟人化。实验研究表明，给予儿童关于人类的知识的暗示往往会促进他们的生物学理解；然而，成人给出的一些过于拟人化的解释往往会抑制儿童的生物学理解。未来的研究需要开发更具体、更详细的教学方法，帮助儿童阐述他们的日常生物学。