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Illuminating the complexity of time: the development of time-related competences in primary school children.

Elise Burny (UGent)
(2009)
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Abstract
The present study focuses on the development and evaluation of a path model describing and explaining the impact of mathematical skills, visuospatial abilities and linguistic capabilities on the development of time-related competences. Empirical validation of the model underpins the assumption that mathematical and linguistic abilities contribute to the development of children’s time-related competences. No evidence was found for a direct or indirect impact of visuospatial abilities. The research results also illuminate a developmental process in relation to the development of time-related skills, suggesting that children initially rely heavily on basic mathematical skills. Once they have automated these skills, solving time-related problems seems to have become an autonomous body of knowledge.

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Please use this url to cite or link to this publication:

Chicago
Burny, Elise. 2009. “Illuminating the Complexity of Time: The Development of Time-related Competences in Primary School Children.” In .
APA
Burny, E. (2009). Illuminating the complexity of time: the development of time-related competences in primary school children. Presented at the European Conference on Educational Research 2009.
Vancouver
1.
Burny E. Illuminating the complexity of time: the development of time-related competences in primary school children. 2009.
MLA
Burny, Elise. “Illuminating the Complexity of Time: The Development of Time-related Competences in Primary School Children.” 2009. Print.
@inproceedings{1086475,
  abstract     = {The present study focuses on the development and evaluation of a path model describing and explaining the impact of mathematical skills, visuospatial abilities and linguistic capabilities on the development of time-related competences. Empirical validation of the model underpins the assumption that mathematical and linguistic abilities contribute to the development of children{\textquoteright}s time-related competences. No evidence was found for a direct or indirect impact of visuospatial abilities. The research results also illuminate a developmental process in relation to the development of time-related skills, suggesting that children initially rely heavily on basic mathematical skills. Once they have automated these skills, solving time-related problems seems to have become an autonomous body of knowledge.},
  author       = {Burny, Elise},
  language     = {eng},
  location     = {Wenen, Oostenrijk},
  title        = {Illuminating the complexity of time: the development of time-related competences in primary school children.},
  year         = {2009},
}