The development of scientific reasoning in knowledge-rich contexts
The development of scientific reasoning in knowledge-rich contexts
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DOI：
10.1037/0012-1649.32.1.102
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发表时间：
1996-01-01
影响因子：
4
通讯作者：
Schauble, L
中科院分区：
文献类型：
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作者：
Schauble, L
在这项关于科学推理发展的研究中，10名5-6年级儿童(5名男孩和5名女孩)和10名非大学成年人进行了6个半小时的实验，以探索两个物理科学领域的因果结构。这些系统中的反馈虽然与区分假设有关，但由于不同的影响大小和测量误差，反馈是嘈杂的。在每项任务的2小时后，两个年龄段的人对内容的理解以及产生和解释证据的策略都发生了变化。总体而言，成年人的表现优于儿童。无论是有效的策略还是正确的信念都不足以保证成功，这表明，将实验视为一般领域的归纳或特定领域的学习可能会过度简化其复杂性。
In this study of the development of scientific reasoning, 10 5th-6th-grade children (5 boys and 5 girls) and 10 noncollege adults conducted experiments over 6 half-hour sessions to explore the causal structure of 2 physical science domains. Feedback in these systems, though relevant to discriminating among hypotheses, was noisy as a result of varying effect sizes and measurement error. After 2 hr on each task, both age groups demonstrated changes in their understanding of the content and in their strategies for generating and interpreting evidence. In general, the adults outperformed the children. Neither valid strategies nor correct beliefs alone was sufficient to guarantee success, suggesting that regarding experimentation either as domain-general induction or as domain-specific learning may oversimplify its complexity.