Children's, adolescents’, and adults’ judgments and reasoning about different methods of teaching values

Autor:	Charles C. Helwig, Rachel Ryerson, Angela Prencipe
Rok vydání:	2008
Předmět:	Context effect media_common.quotation_subject Teaching method education Experimental and Cognitive Psychology Context (language use) Cognition Developmental psychology Moral development Critical thinking Values education Developmental and Educational Psychology Psychology Autonomy media_common
Zdroj:	Cognitive Development. 23:119-135
ISSN:	0885-2014
DOI:	10.1016/j.cogdev.2007.06.003
Popis:	This study investigated children's, adolescents’, and young adults’ judgments and reasoning about teaching two values (racial equality and patriotism) using methods that varied in provision for children's rational autonomy, active involvement, and choice. Ninety-six participants (7–8-, 10–11-, and 13–14-year-olds, and college students) evaluated four methods of teaching values in schools (Inculcation, Direct Teaching, Behavioral, and Discussion) for agents of two ages (3rd and 8th grade students), and in two contexts (student- vs. teacher-implemented methods). Older participants were more likely than younger participants (7–8-year-olds) to distinguish value education methods that stimulated children's rational thought processes and active involvement, and to coordinate factors such as the age of agents and the context of implementation in their judgments and reasoning.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::6e21c9ad7a8fabdc14391fd7f2365887 https://doi.org/10.1016/j.cogdev.2007.06.003 Zobrazit plný text záznamu Full Text from ScienceDirect