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• W2587029573 abstract "Will it float? How Invariance Affects Children’s Understanding of Object Density Heidi Kloos (heidi.kloos@uc.edu) University of Cincinnati, Department of Psychology, 409A Dyer Hall, Cincinnati, OH 45221-0376, USA Abstract Naive Understanding of Density A variety of methods have been used to study children’s naive understanding of density. In Piaget’s classical studies, children were presented with a variety of household objects, including metal utensils, candle wax, and tin foil, and they were asked to predict whether an object would sink or float (Inhelder & Piaget, 1958). Other methods include presenting children with pairs of blocks and asking them to determine the heavier kind of stuff (e.g., Smith, Carey & Wiser, 1985), or to ask them to predict the faster sinking object (e.g., Penner & Klahr, 1996; Kloos & Van Orden, 2005). Most findings suggest that children have pronounced difficulty with the concept of density. From preschool age to adulthood, participants seem to ignore differences in objects’ density and instead respond in terms of an object’s mass. These findings led to the well-known claim that children cannot differentiate between mass and density (Smith et al., 1985). A way of alleviating this problem and help students differentiate between mass and density would then be to demonstrate that mass and density have unique outcomes. However, there are some findings that show density competence even in preschool children. Most notable is Kohn’s (1993) study because it used a widely common method: Participants had to determine whether an object would sink or float. No feedback was provided, and no object was ever placed in water during the experiment. Yet, 4-and 5-year-olds performed better than what would be predicted by chance alone (see also Kloos & Van Orden, The density of materials and objects is an important topic in physics instructions. However, the extent to which children naively understand this concept is still unclear. Some findings suggest that children cannot differentiate between an object’s mass and its density, whereas other findings show competent density performance even in preschoolers. The goal of the current study is to bridge these conflicting results. The specific hypothesis is that children can distinguish among different densities if – and only if – density is an invariant property in the set of stimuli. Data with 2- to 6-year-olds and adults provide support for this hypothesis. Children 4 years and older, as well as adults, were affected by the distribution of density in the set of objects presented to them, in that they could tune into density spontaneously when density was invariant, and less so when mass and volume were invariant. Theses results have important implications for our understanding of children’s problem solving, as well as on how the concept of density could be taught to young children. Keywords: preschoolers; naive physics; development; task context; reasoning. cognitive Introduction Density is an intensive property of materials, quantifiable as an object’s mass over its volume. In simple terms, the more mass is packed into a volume, the denser the object is. Density affects the behavior of objects in crucial ways, most notably in relation to objects’ buoyancy. An object that is less dense than water will float, while an object denser than water will sink. And among sinking objects, the denser object will sink faster than the less dense object (assuming the shape stays the same). Given these practical applications, the concept of density is often a standard unit in physics instruction. Yet, teaching children about density is not as successful as one might hope. Even 12-year-olds tend to ignore explicit demonstrations, for example about sinking objects, in favor of their pre-existing beliefs about how mass and volume should affect objects’ sinking behavior (e.g., Hewson & Hewson, 1983; Penner & Klahr, 1996). Clearly, children tend to hold onto their naive beliefs about physical relations, ignoring classroom interventions (e.g., McDermott & Redish, 1999; Pfundt & Duit, 1991; Schauble, 1990). The current study looks at what exactly is it that children naively know about the concept of density. Explaining Discrepant Results How can these conflicting findings be reconciled? A common way is to postulate the existence of two different types of knowledge, an implicit kind of knowledge and an explicit kind of knowledge. A task that yields successful performance might tap into implicit knowledge, while a task that yields unsuccessful performance might tap into (the lack of) explicit knowledge. Children might have an implicit understanding of density, but not an explicit one (e.g., Kohn, 1993). Yet, this explanation does not only have theoretical problems of testability and generalizability, it also has practical problems of applicability. Claiming that children" @default.
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• W2587029573 title "Will It Float? How Invariance Affects Children's Understanding of Object Density" @default.
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