![]() ![]() Studies based on the deductive reasoning paradigm revealed that these types of event evaluations are difficult for elementary school students both in context-lean and in contextualized tasks (Barrouillet et al. For example, in a discovery science activity, children may be asked to generate hypotheses with regard to a certain phenomenon (“things with holes will sink”) and to judge whether specific observations (e.g., a solid piece of clay that sinks) will confirm or disconfirm the given hypothesis. In the present study, we investigated young children’s ability to evaluate a given hypothesis in the domain of elasticity, employing tasks derived from the deductive reasoning paradigm.ĭeductive reasoning is relevant to scientific reasoning as it involves individuals’ decision-making as to the adequacy of a given hypothesis on the basis of empirical evidence (see Robisch et al. 2014), studies also show specific constraints with regard to the evaluation of evidence in the domain of science in preschool, elementary school, and secondary school age (Zimmermann 2007). 2018 Legare 2014 review by Sandoval et al. While there is growing evidence for elementary school children’s capabilities of scientific reasoning (Edelsbrunner et al. 2016, 2018) to participate in science preschool education. Children involved in inquiry science activities therefore need to be equipped with basic scientific reasoning skills such as formulating hypotheses, observing, and interpreting observations (Stephan-Gramberg 20 van der Graaf et al. Goals of early science education encompass the development of conceptual knowledge in basic domains of science as well as getting familiar with processes of scientific knowledge construction, modeling, and communication (Leuchter 2017 National Research Council (NRC) 2012 Steffensky 2017). Die Modellierung von fortgeschrittenen Schlussfolgerungen hat sich dabei bei der Beurteilung von irrelevanten Ereignissen als bedeutsame instruktionale Unterstützungsmaßnahme über die Anwendung von adaptiven Prompts hinaus erwiesen. ![]() Unsere Ergebnisse legen nahe, dass Vorschulkinder Evidenz evaluieren können, wenn sie angemessene Unterstützung erhalten. Die Schlussfolgerungsmuster der Kinder dieser Gruppe erreichten zudem eine signifikant höhere Qualität als diejenigen der Kontrollgruppe. Es zeigte sich, dass das Training mit adaptiven Prompts und Modellierung die Evaluation von irrelevanten Ereignissen im Posttest signifikant verbesserte. In einem Messwiederholungsdesign mit drei experimentellen Gruppen untersuchten wir die Auswirkungen von unterschiedlichen Formaten des Scaffolding (adaptive Prompts mit/ohne Modellierung von fortgeschrittenen Denkmustern) auf das schlussfolgernde Denken im Vergleich zu einer untrainierten Kontrollgruppe. N = 63 Vorschulkindern wurden Aufgaben nach dem deduktiven Schlussfolgerungsparadigma gestellt und sie wurden gebeten, die Relevanz von gegebenen Ereignissen (Objekten) für eine Hypothese zu beurteilen. In dieser Studie untersuchten wir, inwiefern Kinder im Vorschulalter in der Lage sind, Evidenz im naturwissenschaftlichen Kontext von Elastizität angemessen zu evaluieren. Wissenschaftliches Denken erfordert die Evaluation von empirischer Evidenz in Bezug auf formulierte Hypothesen. Specifically, the modeling of advanced reasoning functioned as a scaffold beyond the use of adaptive prompts in irrelevant event evaluations. Our results suggest that preschool children are able to reason with evidence if they are given adequate support. Further, these children’s reasoning patterns scored significantly higher than those of the control group. We found that adaptive prompts with modeling significantly improved children’s evaluation of irrelevant events in the posttest. In a repeated measures experimental design with three groups, we tested whether different forms of scaffolding (adaptive prompts with/without modeling of advanced reasoning) would promote children’s reasoning compared to a control group without intervention. N = 63 preschoolers were presented with tasks following the deductive reasoning paradigm and were asked to evaluate the relevance of given events (objects) with regard to a hypothesis. In this study, we investigated whether preschool children are able to reason with empirical evidence in the science context of elasticity. Scientific reasoning encompasses individuals‘ evaluation of evidence with regard to a given hypothesis.
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