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{
    "pk": 29305,
    "title": "The Importance of Explanations in Guided Science Activities",
    "subtitle": null,
    "abstract": "This study examined whether embedding explanations in guided activities promotes conceptual change about a physicalscience concept. One common misconception that children have is that heavy objects fall at a faster rate than light ones.We used a pre-, post-, and delay test design to address this misconception. Forty 5-year-old children were assigned to oneof two conditions: a guided play activity that included an explanation about gravity, or the same guided play activity butwith no explanation provided. Childrens explanations improved immediately at post-test (p =.001, 95% CI [0.58, 2.33])and after a one-week delay test (p ¡.001, 95% CI [1.23, 2.95]) when the explanation about gravity was embedded in theactivity. There was no improvement at post-test (p =.36) or delay-test (p =.93) when children completed the activity only.This study shows that conceptually rich explanations are an effective pedagogical tool for promoting belief revision inchildren.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Member Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8gj9110k",
    "frozenauthors": [
        {
            "first_name": "Vaunam",
            "middle_name": "",
            "last_name": "Venkadasalam",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Nicole",
            "middle_name": "",
            "last_name": "Larsen",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        },
        {
            "first_name": "Patricia",
            "middle_name": "",
            "last_name": "Ganea",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
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            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29305/galley/19176/download/"
        }
    ]
}