In particular, the children who worked with the software made more accurate predictions about the direction and speed of motion, and showed greater understanding of the contributory factors. In both cases, the children surpassed control children over the progress in explicit understanding made from pre-tests prior to software usage to post-tests a few weeks afterwards. 8- to 12-year-old children used the software in one-to-one sessions with adults, or as a collaborative task with a classmate. Teaching software was developed for two further studies (billiards and hot air balloons), where natural and non-natural motion (tacit engagement) was used as feedback on predictions (explicit engagement). For instance, the children reasoned that cue balls bounce backwards after on-centre impact with stationary balls, that balls decelerate as they fall through air, and (increasingly with age) that balls fall backwards from moving carriers. Tacit understanding invariably surpassed explicit, but (more surprisingly) qualitative differences also emerged. The task was to judge whether direction or speed was correct. To examine tacit understanding, the motion continued after impact/release, sometimes naturally and sometimes non-naturally. The task was to predict subsequent direction or speed. To examine explicit understanding, the scenarios froze at the point of ball impact (billiards) and ball release (balloon). Two studies addressed horizontal motion via billiards scenarios where a cue ball rolled and struck another ball, and two studies addressed object fall via scenarios where balls were dropped from hot air balloons. school relevant) level.Äocumentation involved four studies, all using computer-simulated scenarios and conducted with 6- to 11-year-old children. The project’s main aims were to document explicit and tacit understanding during middle childhood, and to develop and evaluate teaching software that utilizes tacit awareness to promote understanding at the explicit (i.e. However, reasoning requires explicit engagement with conceptual understanding research indicates that sometimes even infants differentiate between natural and non-natural motion, suggesting tacit understanding that is considerably in advance of explicit. When children reason about object motion, they display significant misconceptions. To incorporate the scenarios into teaching software, and to evaluate the software's effectiveness in promoting understanding.To document primary schools children's tacit and explicit knowledge of object motion using computer-simulated scenarios.
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