ETC547

This article argues that young children's exploratory play includes intuitive experiments that help discover causal structures. This is different from the conclusions of early cognitive development research, which believed that children's play was aimless and unsystematic. The article suggests that children can learn cause and effect from probability patterns, but this view may be too idealistic. In real-life education, probability relationships are relatively abstract, and it is difficult for children to truly understand and apply them. Many causal relationships are learned based on mechanistic relationships rather than probabilistic relationships. Although the cause-and-effect relationships in the article may focus on the theoretical level, factors such as individual differences, emotions, motivations, etc. can also greatly affect children's learning of cause-and-effect relationships.

Reference

Legare, C. H. (2012). Exploring exploration: explaining inconsistent information guides hypothesis-testing behavior in young children. Child Dev, 83, 173-185.

ETC547

Blocher (2016) holds the point of view that human learning is the process of constructing our building new knowledge on the foundation of previous knowledge. From this perspective, the student is responsible for constructing the knowledge, and the teacher our instructor is responsible for providing and engaging learning improvement that includes support in the scaffolds when needed ( p. 5). The Bayes model tells us that the most important part of learning is to constantly update and iterate our cognition based on new information. This requires us to constantly look for new information, especially listening to previous cognitions and our own opinions. The deviation of contradictory voices in sending messages challenges our own inherent cognitive models. Only in this process can we gradually move towards a more scientific and rational way of thinking.

Reference

Blocher, M. (2016). Digital Tools for Knowledge Construction in the Secondary Grades. Rowman & Littlefield. https://www.google.com/books/edition/Digital_Tools_for_Knowledge_Construction/AlznDAAAQBAJ?hl=en&gbpv=1&dq=michael+blocher&pg=PR4&printsec=frontcover

**ETC547 **

This reminds me that in old China, from primary school to university, and even most doctoral students learn knowledge, almost all teachers show a historical event or a certain scientific discovery, and then tell the students what can be learned from it. Summarize a social or natural law, and this law can explain more other phenomena. This model can be applied to many disciplines, such as physical chemistry. This is like what Blocher (2016) mentioned, objectivism thinking. From this perspective, one might believe that knowledge is being cognizant of facts, skills, and concepts, as they are related to what is true, making knowledge bound, and confined to specifics (Blocher, 2016, p. 5).

Reference

Blocher, M. (2016). Digital Tools for Knowledge Construction in the Secondary Grades. Rowman & Littlefield. https://www.google.com/books/edition/Digital_Tools_for_Knowledge_Construction/AlznDAAAQBAJ?hl=en&gbpv=1&dq=michael+blocher&pg=PR4&printsec=frontcover