Teaching How To Clarify Complex Concepts For Children Through Naturalistic Inquiry: Moving Beyond Simplification

William Farrelly, Caroline Linse

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

The authors infer that pre-adolescents don’t perform to their intellectual potential, because they aren’t taught how to think and research independently. Teaching to the curriculum has become a requirement and this imposes restrictions on what can be achieved. The contention of this chapter is that a child can formulate effective thought independently through naturalistic inquiry. The question is posed - How do we teach a complex concept to a 6 year old child? The authors hypothesise an experiment thus: given an academic paper, is it possible to explain, without ambiguity, the essence of that paper to a child? The ideas encapsulated in this chapter can be extrapolated for returning adult learners and are particularly relevant to second language acquisition.
Original languageEnglish
Title of host publicationSelf-Directed Learning Strategies in Adult Educational Contexts
EditorsFrank Giuseffi
PublisherIGI Global
ChapterTBD
PagesTBD
VolumeTBD
EditionTBD
Publication statusAccepted - Dec 2018

Keywords

  • Natural Learning, Primary Education, Higher Order Thinking, Thought, Quality, Criteria, Self-defined Reality, Truth.

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  • Cite this

    Farrelly, W., & Linse, C. (Accepted/In press). Teaching How To Clarify Complex Concepts For Children Through Naturalistic Inquiry: Moving Beyond Simplification. In F. Giuseffi (Ed.), Self-Directed Learning Strategies in Adult Educational Contexts (TBD ed., Vol. TBD, pp. TBD). [TBD] IGI Global.