Patterns of Development in Children's Scientific Reasoning: Results from a Three-Year Longitudinal Study

Autor/inn/en	Lazonder, Ard W.; Janssen, Noortje; Gijlers, Hannie; Walraven, Amber
Titel	Patterns of Development in Children's Scientific Reasoning: Results from a Three-Year Longitudinal Study
Quelle	In: Journal of Cognition and Development, 22 (2021) 1, S.108-124 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lazonder, Ard W.) ORCID (Janssen, Noortje) ORCID (Gijlers, Hannie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2020.1814293
Schlagwörter	Child Development; Skill Development; Gender Differences; Thinking Skills; Individual Characteristics; Elementary School Students; Science Tests; Scores; Science Instruction; Reading Comprehension; Scientific Research; Abstract Reasoning; Mathematics Tests; Longitudinal Studies; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Geschlechterkonflikt; Denkfähigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Leseverstehen; Abstraktes Denken; Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Niederlande
Abstract	Scientific reasoning refers to the thinking skills involved in conceiving and conducting an investigation. This study examined how proficiency in performing these skills develops during the upper-elementary school years. A sample of 157 children (age 7-10) took a performance-based scientific reasoning test in three consecutive years. Four distinct developmental patterns emerged from their annual test scores, which were independent of prior domain knowledge and sociodemographic characteristics except gender. Developmental patterns in scientific reasoning and reading comprehension, but not math, were related such that many children with a high entry level or accelerated growth in scientific reasoning also performed better and progressed more in reading comprehension. These results indicate that scientific reasoning develops differently in same-age children, largely independent of personal characteristics but generally comparable with reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01