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Scientific Reasoning in Early and Middle Childhood: The Development of Domain-General Evidence Evaluation, Experimentation, and Hypothesis Generation Skills
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Piekny, Jeanette; Maehler, Claudia – British Journal of Developmental Psychology, 2013
According to Klahr's (2000, 2005; Klahr & Dunbar, 1988) Scientific Discovery as Dual Search model, inquiry processes require three cognitive components: hypothesis generation, experimentation, and evidence evaluation. The aim of the present study was to investigate (a) when the ability to evaluate perfect covariation, imperfect covariation,…
Descriptors: Logical Thinking, Science Process Skills, Inquiry, Child Development
What the Eyes Already "Know": Using Eye Movement Measurement to Tap into Children's Implicit Numerical Magnitude Representations
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Heine, Angela; Thaler, Verena; Tamm, Sascha; Hawelka, Stefan; Schneider, Michael; Torbeyns, Joke; De Smedt, Bert; Verschaffel, Lieven; Stern, Elsbeth; Jacobs, Arthur M. – Infant and Child Development, 2010
To date, a number of studies have demonstrated the existence of mismatches between children's "implicit" and "explicit" knowledge at certain points in development that become manifest by their gestures and gaze orientation in different problem solving contexts. Stimulated by this research, we used eye movement measurement to…
Descriptors: Age, Eye Movements, Achievement, Human Body
Inhelder and Piaget's Pendulum Problem: Teaching Preadolescents to Act as Scientists
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Siegler, Robert S.; And Others – Developmental Psychology, 1973
Ten- and 11-year-old boys and girls were taught to solve Inhelder and Piaget's pendulum problem and the results of the experiment replicated their expectation that unaided 10- and 11-year-olds do not often solve the pendulum problem. (Editor/RK)
Descriptors: Cognitive Development, Data Collection, Elementary School Students, Experiments
Reassessment of Developmental Constraints on Children's Science Instruction.
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Metz, Kathleen E. – Review of Educational Research, 1995
Developmental assumptions that are frequently regarded as constraints on elementary school science curricula are analyzed. The argument that elementary school children cannot function as experimentalists because they have not yet attained formal operational thought is not supported by the Piagetian or non-Piagetian research reviewed. (SLD)
Descriptors: Child Development, Cognitive Development, Elementary School Science, Elementary School Students