Conceptualizations of change held by ten and eleven year old children

Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.PROBLEM This study dealt with one of the many recent and critical science concepts omitted from learning experiences of young children: Theory of Organic Evolution. An attempt was made to determine in What ways children of ages ten and eleven related to the nature, origin, perpetuation, and controlled direction of change in living things. HYPOTHESES A. The concept of evolution is not taught in most classrooms of ten and eleven year old children. B. Evolutionary theory can be demonstrated to be a part of the child's conceptualizations of change. C. If evolution is a part of the child's operational concept, means can be utilized through which it can be communicated to him. D. The child's concept of change in himself, of changing roles in society, and of changes in his culture can be demonstrated to be an extension of his understanding of organic evolution. [TRUNCATED]2031-01-0