Anthropomorphism and Animism in Early Years Science: Why Teachers Use Them, how They Conceptualise Them and What Are Their Views on Their Use

By M. Kallery, D. Psillos. 2004

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/06d2fc725afe78f3eba0a32123221e7d479f4b95

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. V. Talanquer

In Education

1. V. Talanquer

In Social Psychology

1. Vanessa Lobue
2. V. Talanquer

Citations in the corpus

• Explanations and Teleology in Chemistry Education (2007, background): “…have been inclined to discourage the use of teleological stances in science textbooks and in the classroom, recent studies indicate that the use of teleological and anthropomorphic explanations is pervasive among biology teachers at different levels (Kallery & Psillos, 2004; Tamir & Zohar, 1991).”
• Learning About Real Animals From Anthropomorphic Media (2016, background): “Even experiences that are purportedly educational in nature may inadvertently hinder early learning, given a lack of understanding of the consequences for the development of factual, biological knowledge (e.g., Kallery & Psillos, 2004).”