The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory
The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory
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DOI：
10.1111/cdev.12298
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发表时间：
2015-01-01
影响因子：
4.6
通讯作者：
Sodian, Beate
中科院分区：
文献类型：
--
作者：
Koerber, Susanne;Mayer, Daniela;Sodian, Beate
对1,581名二、三、四年级学生(8岁、9岁、10岁)的科学思维发展进行了评估，基于一个概念模型，该模型假设从幼稚的概念发展到更高级的概念。使用66个项目的量表，讨论了科学思维的五个组成部分，包括实验设计、数据解释和对科学本质的理解。一维和多维项目反应理论分析支持了该工具的信度和效度，并表明科学思维的多个组成部分形成了一个统一的结构，独立于口头或推理技能。部分学分模型提供了分层发展进程的证据。在每个年级的转变中，先进的概念增加了，而幼稚的概念减少了。讨论了智力、教育和父母教育对科学思维的独立影响。
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naive to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naive conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.