Method in mind: A methodological perspective on the child-as-scientist debate
During the past decade, an extensive body of cognitive developmental research has emerged that subscribes either implicitly or explicitly to the analogy of the child as an intuitive scientist. This analogy captures the idea that children resemble scientists in their attempts to explain and predict p...
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| Language: | en |
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University of Canterbury. Psychology
2010
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| Online Access: | http://hdl.handle.net/10092/4768 |