コストと自然教育のメリット
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Overview
ソース: ・ ニクラス Noles ジュディス Danovitch Asheley ランドラム所-ルイビル大学
子供には、大人から学ぶ開発の過程で使用する多くのツールがあります。おそらく初期のツールは模倣、単に彼らをコピーを参照して大人かまたは言います。しかし、実際に子供たちが彼らをのみ模倣したかどうか可能性があります予想よりも効果的に学ぶ。これは、子供と大人が特別な関係を持っているときそれは、学習と教育です。彼らは親切で知識豊富な先生であり、大人を教える子供たちは通常、効率的かつ効果的な方法で情報を場合、子供たちは大人を扱います。これらの相互作用を通じて子供がまたは単に試行錯誤を使用してされた大人を丁度コピー場合より学ぶことができます。相互作用のこの方法は自然教育として呼ばれ、若い人間が才能のある学習であることの理由の一つです。
自然教育の最も印象的な側面の 1 つは、誰も良い教師になる方法教えて大人と子供たちは、これを行うために訓練されることがなく教師として大人を扱うです。ただし、自然教育もコストが伴います。子供たちは好奇心と探求、子供が彼らの最高のいくつかをように機会を与えられたとき学習を学ぶし、自分で探索する本質的に独創力のあります。したがって、自然教育の結果は、情報が非常に効果的に、彼らに教えたが、明示的な指導制限好奇心、探索行動を学ぶことです。効率的な学習と自己駆動型探査のトレードオフがあります。
このビデオは、エリザベス ・ bonawitz 氏、パトリック Shafto、同僚1が若い学習者に自然教育の効果を示したメソッドを示します。
Procedure
Results
Children in the pedagogical condition typically discover fewer of the hidden functions of the device than children in the baseline condition (Figure 1). Children taught about the device also usually spend less time playing with it, and they focus their play on the function taught to them by the experimenter, even if they discover other functions. Taken together, these findings suggest that teaching children focuses their attention on the communicated information and meaningfully limits their exploration and curiosity. They engage with the device in a more focused and limited way than children who learn about the device on their own.
Figure 1. The average number of toy functions discovered by children across conditions.
Applications and Summary
This experiment demonstrates that there is value in letting children explore their world on their own, and that explicitly teaching children can meaningfully limit their curiosity in some situations. In particular, there is a growing body of evidence that children can learn as effectively, if not more effectively, through free play and self-directed exploration than through explicit instruction. That said, teaching is not always a bad thing, and these results must be considered in the broader context of children’s learning. Sometimes it is helpful for a person to explore and discover things on their own, but there are also many situations where such exploration is inefficient or even problematic. For example, there are many situations where such exploration only slows learning down, such as learning how to tie shoes or perform long division. These findings demonstrate that teachers must carefully consider when to teach and when to allow children’s natural curiosity to guide their learning.
References
- Bonawitz, E., Shafto, P., Gweon, H., Goodman, N.D., Spelke, E., & Schulz, L. The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition. 120, 322-330 (2011).
Transcript
Children go beyond the use of simple imitation and trial and error during the course of learning to form a special pedagogical relationship with adults.
For instance, a child might learn to tie their shoes using trial and error, but it’s much more efficient for an adult to teach them one effective method.
Without being trained to do so, children treat adults as if they are helpful and knowledgeable teachers, and adults teach children information in a manner that is usually efficient and effective. This inherent exchange of teaching and learning is called natural pedagogy.
However, if pedagogical contexts encompass the dominant approach for learning, this could limit a child’s curiosity and independent motivation to learn on their own, without additional instruction. That is, since the teacher did not show them anything else on the playground, the child may assume that there is nothing further to learn.
Based on methods developed by Elizabeth Bonawitz, Patrick Shafto, and colleagues, this video demonstrates a simple approach for how to design and conduct an experiment investigating the effects of natural pedagogy in young children, as well as how to analyze and interpret results on the benefits and limits of teaching.
In this experiment, 4-year old children are placed into one of two groups, where they are asked to play with a toy with four different hidden functions—including a bug that flashes when it’s pressed.
For the baseline condition, each child is shown the toy without any of the hidden functions demonstrated, which is considered a test of self-directed exploration.
In contrast, in the pedagogical condition, children are shown the toy, accompanied by a demonstration of how one of the its functions works, such as making it squeak.
In this case, the dependent variable is the number of hidden functions that are discovered on the toy.
Children in the pedagogical condition are predicted to discover fewer of the hidden functions on the toy than children in the baseline condition, as they will likely engage with the device in a more focused and limited way than children who learn about the device on their own.
Before the experiment begins, construct a novel device with four different and non-obvious functions that will engage a child’s attention, such as a hidden button that makes a light come on, a squeaker, a bug that flashes when pressed, and a turtle hidden in a pipe.
When the child arrives, first sit them in a quiet space.
Randomly assign them to one of two conditions: in the baseline condition, show the toy to the child and simply look at it. In the pedagogical condition, demonstrate how one function of the toy works, such as making it squeak.
During the testing session, use a video camera to record the child’s interactions. Once recording has started, give the toy to each child and ask them to see if they can figure out how it works. Leave them alone to play, and have them indicate when they are finished.
When the child stops playing with the toy for a 5-s period, end the experiment.
Once the study is finished, assign two independent coders who are blind to the conditions to view all videos and count the number of hidden functions discovered by each child. For the purpose of scoring, the squeaker used in the demonstration is not considered a hidden function.
Each child may receive a score between 0—discovered no functions—and 3—discovered all of the functions.
To analyze the data, perform a t-test to determine if any differences exist in the number of discovered functions between conditions.
Notice that children in the pedagogical condition, who were taught about the device, focused primarily on the function shown to them, compared to children in the baseline condition. This finding suggests that teaching children focuses their attention on the communicated information and meaningfully limits their exploration and curiosity.
Now that you are familiar with designing a psychology experiment to observe natural pedagogy in children, let’s consider how the findings demonstrate a delicate balance between situations when teachers should teach or allow children to explore on their own.
By engaging in self-directed exploration and free-play, children are exposed to a wide range of educational opportunities, including how to solve problems and even learn about scientific processes—like metamorphosis.
However, in the broader context of learning, situations exist where exploration is inefficient or even problematic and slows learning down. For example, there are only a few ways to perform long division, and it is much easier for a child to learn a method from a teacher than to discover one on their own.
You’ve just watched JoVE’s introduction to the costs and benefits of natural pedagogy. Now you should have a good understanding of how to design and conduct the experiment, and finally how to analyze and interpret the results.
Thanks for watching!