This book is a study of young children's naive biology. It examines such theoretical issues as processes, conditions and mechanisms in conceptual development using the development of biological understanding as the target case. Based on the review of recent studies in the North America and Australia as well as in Japan, the authors claim that children as young as five years of age, that is, before formal schooling, possess a naive theory of biology, which is differentiated from naive theories of psychology and physics. They characterize this initial form of biology as personifying and vitalistic. At a more general level, the authors try to offer an integrative and moderate model of conceptual development as a domain-specific construction of theory-like knowledge systems under cognitive and sociocultural constraints.
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