자연 교육학의 비용과 이점
English
Share
Overview
출처: 니콜라우스 놀스, 주디스 다노비치, 그리고 루이스빌 대학교의 애쉬리 랜드럼 연구소
아이들은 성인에게서 배우기 위하여 발달의 과정을 통해 사용하는 많은 공구가 있습니다. 아마도 가장 초기 도구는 모조, 단순히 그들이 성인을 보거나 말을 보고 복사. 그러나, 아이들은 실제로 단지 모방하는 경우에 예상할 수 있는 것보다 훨씬 더 효과적으로 배울 수 있습니다. 이것은 학습과 가르침에 관해서, 어린이와 성인은 특별한 관계를 가지고 있기 때문이다. 아이들은 성인을 도움이 되고 지식이 풍부한 교사로 대하며, 성인은 일반적으로 효율적이고 효과적인 방식으로 어린이 정보를 가르칩니다. 이러한 상호 작용을 통해, 아이들은 단순히 시행 착오를 사용하거나 성인을 정확하게 복사하는 것보다 훨씬 더 잘 배울 수 있습니다. 이러한 상호 작용 방식은 자연스러운 교육학이라고 하며, 젊은 인간이 재능있는 학습자인 이유 중 하나입니다.
자연 교육학의 가장 인상적인 측면 중 하나는 아무도 좋은 교사가되는 방법을 성인을 가르친다는 것입니다, 아이들은 그렇게 하도록 훈련할 필요없이 교사로 성인을 취급. 그러나, 자연 교육학은 또한 비용을 수반한다. 아이들은 호기심이 많고 본질적으로 탐구의 동기를 부여하기 때문에 아이들은 스스로 배우고 탐험 할 수있는 기회를 제공 할 때 최고의 학습을합니다. 따라서, 자연 교육학의 결과는 아이들이 그들에게 가르쳐 정보를 매우 효과적으로 배울 수 있다는 것입니다, 하지만 명시 적 가르침은 자신의 호기심, 탐구 행동을 제한. 효율적인 학습과 자체 주도적 탐구 사이에는 절충이 있습니다.
이 비디오는 엘리자베스 보나와츠, 패트릭 샤프토, 동료1이 젊은 학습자들에게 자연 교육학의 영향을 보여 준 방법을 보여줍니다.
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!