成本和收益的自然教育学
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Overview
资料来源： 实验室的尼古拉 Noles、 朱迪思 · Danovitch 和 Asheley 兰卓姆 — — 路易斯维尔大学
孩子们有很多的工具，他们使用在发展过程中，以从成人学习。最早的工具也许就是模仿，只复制什么他们看到成人做或说。然而，孩子们其实比我们想象如果他们只模仿更有效地学习。这是因为，学习和教学的时候，儿童和成人有特殊关系。儿童成人一样对待他们是有益的和知识渊博的老师，和成人教儿童信息通常是高效和有效的方式。通过这些交互，孩子可以学习比如果他们只是使用试验和错误，或完全复制成人好得多。这种相互作用的方式称为自然教育学，和它是年轻的人类是有天赋的学习者的原因之一。
最令人印象深刻的自然教育学方面之一就是没有人如何成为好教师，教成人和儿童治疗成人作为教师没有被训练来这样做。然而，自然教育学也需要成本。孩子们好奇和内在的动力去探索，所以孩子们做一些他们最好到机会时学习学习和探索自己。因此，自然教育学的结果是孩子们学习信息教给他们非常有效，但却明确教学制约着他们好奇、 探索性的行为。有是有效的学习和自我激励的探索之间的折衷。
该视频演示了伊丽莎白 •、 帕特里克 · Shafto 和同事1表明自然教育学的影响： 对年轻的学习者的方法。
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!