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Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification

Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification

William Farrelly, Caroline Linse
Copyright: © 2019 |Pages: 23
ISBN13: 9781522580188|ISBN10: 1522580182|EISBN13: 9781522580195
DOI: 10.4018/978-1-5225-8018-8.ch009
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MLA

Farrelly, William, and Caroline Linse. "Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification." Self-Directed Learning Strategies in Adult Educational Contexts, edited by Francesco G. Giuseffi, IGI Global, 2019, pp. 183-205. https://doi.org/10.4018/978-1-5225-8018-8.ch009

APA

Farrelly, W. & Linse, C. (2019). Learning 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 (pp. 183-205). IGI Global. https://doi.org/10.4018/978-1-5225-8018-8.ch009

Chicago

Farrelly, William, and Caroline Linse. "Learning How to Clarify Complex Concepts for Children Through Naturalistic Inquiry: Moving Beyond Simplification." In Self-Directed Learning Strategies in Adult Educational Contexts, edited by Francesco G. Giuseffi, 183-205. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8018-8.ch009

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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 six-year-old child? The authors hypothesize 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.

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