Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities
Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities
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DOI：
10.1016/j.learninstruc.2013.07.005
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发表时间：
2014-02-01
影响因子：
6.2
通讯作者：
Schwippert, Knut
中科院分区：
文献类型：
--
作者：
Mayer, Daniela;Sodian, Beate;Schwippert, Knut
本研究的主要目标是对小学阶段的科学推理进行广泛的评估和建模。155名四年级学生被测试了最近开发的20个纸和笔项目，这些项目涉及科学推理的四个不同组成部分(理解科学的本质、理解理论、设计实验和解释数据)。经Rasch分析证实，科学推理项目形成了一个可靠的量表。模型比较将科学推理与智力和阅读技能的测量区分开来，并揭示了区分效度。此外，我们还探讨了科学推理与抑制控制、空间能力和问题解决技能之间的关系。相关和回归分析表明，除一般认知能力(智力、阅读能力)、问题解决能力和空间能力外，问题解决能力和空间能力预测了科学推理项目的表现，从而解释了小学生科学推理能力的个体差异。(C)2013爱思唯尔有限公司。保留所有权利。
The primary goal of this study was the broad assessment and modeling of scientific reasoning in elementary school age. One hundred fifty-five fourth graders were tested on 20 recently developed paper-and-pencil items tapping four different components of scientific reasoning (understanding the nature of science, understanding theories, designing experiments, and interpreting data). As confirmed by Rasch analyses, the scientific reasoning items formed a reliable scale. Model comparisons differentiated scientific reasoning as a separate construct from measures of intelligence and reading skills and revealed discriminant validity. Furthermore, we explored the relationship between scientific reasoning and the postulated prerequisites inhibitory control, spatial abilities and problem-solving skills. As shown by correlation and regression analyses, beside general cognitive abilities (intelligence, reading skills) problem-Solving skills and spatial abilities predicted performance in scientific reasoning items and thus contributed to explaining individual differences in elementary school children's scientific reasoning competencies. (C) 2013 Elsevier Ltd. All rights reserved.