Scientific Reasoning in Elementary School Children: Assessment of the "Inquiry Cycle" and Relations to Cognitive Abilities

Autor/inn/en	Schiefer, Julia; Oschatz, Kerstin; Golle, Jessika; Trautwein, Ulrich; Tibus, Maike
Titel	Scientific Reasoning in Elementary School Children: Assessment of the "Inquiry Cycle" and Relations to Cognitive Abilities
Quelle	(2016), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Elementary School Science; Science Process Skills; Abstract Reasoning; Cognitive Ability; Inquiry; Science Tests; Test Construction; Test Reliability; Test Validity; Item Response Theory; Intelligence; Reading Skills; Epistemology; Beliefs; Grade 3; Grade 4; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Denkfähigkeit; Testaufbau; Testreliabilität; Testvalidität; Item-Response-Theorie; Intelligenz; Klugheit; Reading skill; Lesefertigkeit; Erkenntnistheorie; Belief; Glaube; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Deutschland
Abstract	Research on scientific reasoning plays an essential role at the intersection of cognitive development and science education. As only few paper-pencil-tests exist to assess scientific reasoning abilities of elementary school children, the goal of the current study was the development of a new reliable and valid instrument. We focused on the assessment of the understanding of the scientific inquiry cycle (SIC) which is a core element of scientific reasoning. As confirmed by IRT modeling, the 15 developed items formed a reliable scale (n = 878). Regression analyses revealed that cognitive abilities (fluid intelligence, reading skills) as well as epistemic beliefs predicted children's SIC performances. The instrument can contribute to the measurement of educational progress in the area of science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01