The mind is not a black box: Children's ideas about the writing process

Abstract

Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in:Learning

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

“…Similarly, a series of studies on the conceptions of learning held by children in different settings, such as the acquisition of writing or drawing (Scheuer, De la Cruz & Pozo, 2002, Scheuer et al, 2006a, 2006b found that in younger children, as from four years of age, prevailing conceptions consisted of a kind of naïve behaviorism, a direct conception of learning centered only on outcomes, without taking into account the psychological process that enable this learning. Older children, as from five or six years of age, identified the mediation of some psychological processes needed for learning (such as attention or motivation) but always under adult supervision, while the eldest, aged nine or ten years, seemed to hold more complex conceptions with increasingly cognitive learner autonomy.…”

“…These differences were maintained upon explaining how they had taught: for younger children, the core of teaching was demonstration, while for the older children it was explanation, indicating developmental change from focusing on behavioral aspects to attention to the mental states involved, specifically knowledge and understanding. Together, the results of this study support the idea that both the understanding of teaching and effective teaching strategies change during pre-school years, and that these changes correspond to changes in the theory of the mind.Similarly, a series of studies on the conceptions of learning held by children in different settings, such as the acquisition of writing or drawing (Scheuer, De la Cruz & Pozo, 2002, Scheuer et al, 2006a, 2006b found that in younger children, as from four years of age, prevailing conceptions consisted of a kind of naïve behaviorism, a direct conception of learning centered only on outcomes, without taking into account the psychological process that enable this learning. Older children, as from five or six years of age, identified the mediation of some psychological processes needed for learning (such as attention or motivation) but always under adult supervision, while the eldest, aged nine or ten years, seemed to hold more complex conceptions with increasingly cognitive learner autonomy.…”

Un recorrido por el aprendizaje de la escritura desde una perspectiva evolutivo - educativa y semiótica

“…Este estadio no es interpretado como un modelo deficiente, centrado en lo que falta para llegar a una escritura madura o experta, sino como una etapa de menor o mayor pericia en la gestión del conocimiento a medida que se compone un texto. Las concepciones de los niños de primer a cuarto grado convergen con este estadio, al encontrarse sus mayores preocupaciones en la transcripción escrita de contenidos pre-existentes (Bereiter & Scardamalia, 1987;Scheuer, de la Cruz, Pozo, Huarte & Sola, 2006).…”

Piano students' conceptions of learning, teaching, assessment, and evaluation

“…The interview-studies conducted by Scheuer et al (2001Scheuer et al ( , 2006 have consistently showed that 3-to 4-year-old children hold the direct theory of learning and instruction, which is understood as the most naïve and intuitive. This theory is thought to be implicitly developed as a result of preschoolers' everyday experiences in cultural settings, and more specifically because of their engagement in formal and informal educational settings.…”

“…This framework was called implicit theories approach (for some publications in English, see Authors, 2010;Scheuer, Pozo, de la Cruz, & Baccalá, 2001;Scheuer, de la Cruz, Pozo, Huarte, & Sola, 2006). The influences of several well-established research lines can be easily identified in this approach, with postulates coming from theory of mind (e.g., Wellman, 1990), personal epistemologies (e.g., Hofer & Pintrich, 2002), conceptual change in specific domains (e.g., Vosniadou, 1994), and models about knowledge acquisition grounded in the implicit/explicit cognitive perspective (e.g., Karmiloff-Smith, 1992;Pozo, 2003;Rodrigo, Rodríguez, & Marrero, 1993;Strauss, 2005).…”