Abstract
From Piaget’s research down to the most recent work of Carey and Wellman, it has been attempted to describe the development of basic concepts such as living and animal in the child. There have been less frequent attempts to draw from the results of these investigations suitable teachings for correct scientific education at school. The educational system continues to make proposals which clash clearly with the indications of research.
The aim of our research is to bridge the gap between these two needs, as well as to study the development of the concept of living and animal in seven to twelve-year-olds and to draw the necessary educational conclusions. In particular, we have investigated how these concepts are modified at the various ages, between boys and girls and between country dwellers, who have a direct experience of animals, and town dwellers, who do not. The results are on the one hand in agreement with those of international research, adding information concerning the variables sex and direct experience, hitherto relatively uninvestigated; on the other, they provide definite indications as to the succession of contents to offer in a science syllabus, to the advisability of taking into account the considerable difference between boys and girls, and to the need to enhance the role of practical experience of exploring and laboratory work in studying natural science.
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Rusca, G., Tonucci, F. Development of the concepts of living and animal in the child. Eur J Psychol Educ 7, 151–176 (1992). https://doi.org/10.1007/BF03172891
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DOI: https://doi.org/10.1007/BF03172891