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Pedagogical questions promote causal learning in preschoolers

What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’ memory, learning, and generalization. Seventy-two pres...

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Autores principales: Daubert, Emily N., Yu, Yue, Grados, Milagros, Shafto, Patrick, Bonawitz, Elizabeth
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7691986/
https://www.ncbi.nlm.nih.gov/pubmed/33244125
http://dx.doi.org/10.1038/s41598-020-77883-5
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author Daubert, Emily N.
Yu, Yue
Grados, Milagros
Shafto, Patrick
Bonawitz, Elizabeth
author_facet Daubert, Emily N.
Yu, Yue
Grados, Milagros
Shafto, Patrick
Bonawitz, Elizabeth
author_sort Daubert, Emily N.
collection PubMed
description What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’ memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing either Direct Instruction, Pedagogical Questions, or Control content. Posttest measures of psychosomatic understanding, judgments about the possibility of psychosomatic events, and memory for storybook details showed that children in the Pedagogical Questions condition demonstrated greater memory for relevant storybook details and improved psychosomatic understanding. Our results suggest that pedagogical questions are a relatively simple educational manipulation to improve memory, learning, and transfer of theory-rich content.
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spelling pubmed-76919862020-11-30 Pedagogical questions promote causal learning in preschoolers Daubert, Emily N. Yu, Yue Grados, Milagros Shafto, Patrick Bonawitz, Elizabeth Sci Rep Article What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’ memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing either Direct Instruction, Pedagogical Questions, or Control content. Posttest measures of psychosomatic understanding, judgments about the possibility of psychosomatic events, and memory for storybook details showed that children in the Pedagogical Questions condition demonstrated greater memory for relevant storybook details and improved psychosomatic understanding. Our results suggest that pedagogical questions are a relatively simple educational manipulation to improve memory, learning, and transfer of theory-rich content. Nature Publishing Group UK 2020-11-26 /pmc/articles/PMC7691986/ /pubmed/33244125 http://dx.doi.org/10.1038/s41598-020-77883-5 Text en © The Author(s) 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
spellingShingle Article
Daubert, Emily N.
Yu, Yue
Grados, Milagros
Shafto, Patrick
Bonawitz, Elizabeth
Pedagogical questions promote causal learning in preschoolers
title Pedagogical questions promote causal learning in preschoolers
title_full Pedagogical questions promote causal learning in preschoolers
title_fullStr Pedagogical questions promote causal learning in preschoolers
title_full_unstemmed Pedagogical questions promote causal learning in preschoolers
title_short Pedagogical questions promote causal learning in preschoolers
title_sort pedagogical questions promote causal learning in preschoolers
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7691986/
https://www.ncbi.nlm.nih.gov/pubmed/33244125
http://dx.doi.org/10.1038/s41598-020-77883-5
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