Children: Ethnic and Political Violence-a Commentary

The articles in this special section add significantly to our knowledge about the impact of ethnic and political violence on children. At the same time, these studies also illustrate some of the problems in this area and, in particular, draw attention to the many methodological difficulties researchers face in this domain. In this commentary, the authors consider both the contributions and limitations of the investigations included in this section, and make suggestions as to how the field may advance in the next decade.     

Children: Ethnic and Political Violence

Violence stemming from ethnic and political tensions is a problem of increasing proportions throughout the world, and many indicators show that large numbers of children are directly or indirectly exposed to war, political repression, torture, and terrorism. There is growing evidence to suggest that children are at risk under these conditions, and that the consequences of growing up amid danger, chaos, and deprivation can be severe. The articles contained in this special section were assembled to foster greater awareness of this important topic among the readers of Child Development and, hopefully, stimulate new research on ethnic and political violence in many of the disciplines that are represented within the Society for Research in Child Development.     

Propagating Dynamical Science in the Periphery of German Naturphilosophie: H. C. Ørsted’s Textbooks and Didactics

This paper explores the relationship between H. C. Ørsted’s research and teaching programme in order to uncover the way he attempted to sustain a dynamical approach to science through his lectures and textbooks. The main focus is the relation between Ørsted’s didactics as presented in his textbooks and other documents, his pedagogic activity, and his theoretical ideas in natural philosophy.¹ The paper further provides evidence of how Ørsted’s students appropriated his dynamical system, epistemology, and pedagogy.     

Performance Assessment as a Diagnostic Tool for Science Teachers

Research in Science Education - Information on students’ development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate...     

Young children's attitudes toward the disabled: A classroom intervention using children's literature

With the increasing inclusion of special needs children in regular classrooms, experiences which encourage positive attitudes toward the disabled are essential. The purpose of this project was: 1) to examine the thinking and attitudes of young children regarding the capabilities of disabled children and the potential for friendship and 2) to assess the effectiveness of children's literature and related activities in influencing attitudes toward the disabled. Results suggested that children's attitudes were generally positive and realistic regarding the capabilities and the potential for friendship with the disabled. The use of selected children's books and book related activities positively influenced children's attitudes.     

Development of the process conception of function

Our goal in this paper is to make two points. First, college students, even those who have taken a fair number of mathematics courses, do not have much of an understanding of the function concept; and second, an epistemological theory we have been developing points to an instructional treatment, using computers, that results in substantial improvements for many students. They seem to develop a process conception of function and are able to use it to do mathematics. After an introductory section we outline, in Section 2, our theoretical epistemology in general and indicate how it applies to the function concept in particular. In Sections 3, 4, and 5 we provide specific details on this study and describe the development of the function concept that appeared to take place in the students that we are considering. In Section 6 we interpret the results and draw some conclusions.