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

William Farrelly; Caroline Linse

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

School of Social Sciences, Education and Social Work

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

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 language	English
Title of host publication	Self-Directed Learning Strategies in Adult Educational Contexts
Editors	Frank Giuseffi
Publisher	IGI Global
Chapter	TBD
Pages	TBD
Volume	TBD
Edition	TBD
Publication status	Accepted - Dec 2018

Keywords

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

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title = "Teaching How To Clarify Complex Concepts For Children Through Naturalistic Inquiry: Moving Beyond Simplification",

abstract = "The authors infer that pre-adolescents don{\textquoteright}t perform to their intellectual potential, because they aren{\textquoteright}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.",

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

author = "William Farrelly and Caroline Linse",

year = "2018",

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pages = "TBD",

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booktitle = "Self-Directed Learning Strategies in Adult Educational Contexts",

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Teaching How To Clarify Complex Concepts For Children Through Naturalistic Inquiry : Moving Beyond Simplification. / Farrelly, William; Linse, Caroline.

Self-Directed Learning Strategies in Adult Educational Contexts. ed. / Frank Giuseffi. Vol. TBD TBD. ed. IGI Global, 2018. p. TBD TBD.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

TY - CHAP

T1 - Teaching How To Clarify Complex Concepts For Children Through Naturalistic Inquiry

T2 - Moving Beyond Simplification

AU - Farrelly, William

AU - Linse, Caroline

PY - 2018/12

Y1 - 2018/12

N2 - 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.

AB - 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.

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

M3 - Chapter (peer-reviewed)

VL - TBD

SP - TBD

BT - Self-Directed Learning Strategies in Adult Educational Contexts

A2 - Giuseffi, Frank

PB - IGI Global

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