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  • 1.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Relocating children in sociology and society. Essay review of The sociology of childhood by William A. Corsaro1999In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 42, p. 55-58Article in journal (Refereed)
  • 2.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Hundeide, Karsten
    Relational rationality and children's interview responses2002In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 45, no 3, p. 174-186Article in journal (Refereed)
    Abstract [en]

    Children's interview responses are often read monologically, as mirror reflections of their spontaneous thinking. In contrast, analyses of alignments and collaboration imply a dialogical approach. We argue that in a dialogical analysis, children's interview responses should be read in terms of a relational rationality. Against the backdrop of such a rationality, 'immature' responses can be understood in terms of children's desire to please the interviewer, and by their rational desire to align themselves with their co-participants. In contrast to the scientific rationality of Grice's conversational maxims, relational rationality is instead discussed in terms of social relations. Copyright ⌐ 2002 S. Karger AG, Basel.

  • 3.
    Schoultz, Jan
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA).
    Saljo, R.
    Säljö, R..
    Wyndhamn, J.
    Wyndhamn, J..
    Heavenly talk: Discourse, artifacts, and children's understanding of elementary astronomy2001In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 44, no 2-3, p. 103-118Article in journal (Refereed)
    Abstract [en]

    In the literature on children's understanding of astronomical concepts, such as the shape of the earth and gravitation, the difficulties that children have in conceptualizing these phenomena have been documented in many studies. The purpose of this research is to critically scrutinize these findings by taking a situated and discursive perspective on reasoning (and cognitive development). Instead of viewing understanding as the overt expression of underlying mental models, children's responses in interview studies should be regarded as situated and as dependent on the tools available as resources for reasoning. By modifying the interview situation through the introduction of a globe as a tool for thinking, the outcomes are radically different from those reported earlier. None of the problems that have been reported, where children, for instance, claim that people can fall off the earth, can be detected. Even among the youngest participants gravitation is often invoked as an explanatory concept. It is argued that the globe in this case serves as an efficient prosthetic device for thinking, and this illustrates the tool-dependent nature of human reasoning. Copyright © 2001 S. Karger AG, Basel.

  • 4.
    Schoultz, Jan
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA).
    Säljö, Roger
    Wyndhamn, Jan
    Heavenly talk. A discursive approach to conceptual knowledge and copbceptual change in children´s understanding of elementary astronomy.2000In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 44, p. 103-118Article in journal (Refereed)
1 - 4 of 4
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