The use of scaffolding to promote preschool children's competencies of evidence-based reasoning.

Autor/inn/en	Hardy, Ilonca; Stephan-Gramberg, Simone; Jurecka, Astrid
Titel	The use of scaffolding to promote preschool children's competencies of evidence-based reasoning.
Quelle	In: Unterrichtswissenschaft, 49 (2021) 1, S. 91-115Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0340-4099; 2520-873X
DOI	10.1007/s42010-020-00094-4
Schlagwörter	Kompetenz; Evaluation; Induktiv-deduktives logisches Denken; Kognition; Kognition; Training; Evaluation; Kompetenz; Anregung; Informationsverarbeitung; Intervention; Anregung; Lernstruktur; Inferenz; Hypothesentest; Training; Intervention; Kindergartenkind; Informationsverarbeitung
Abstract	Scientific reasoning encompasses individuals' evaluation of evidence with regard to a given hypothesis. In this study, we investigated whether preschool children are able to reason with empirical evidence in the science context of elasticity. 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 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. We found that adaptive prompts with modeling significantly improved children's evaluation of irrelevant events in the posttest. Further, these children's reasoning patterns scored significantly higher than those of the control group. Our results suggest that preschool children are able to reason with evidence if they are given adequate support. Specifically, the modeling of advanced reasoning functioned as a scaffold beyond the use of adaptive prompts in irrelevant event evaluations. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2