Scientific Reasoning in Preschool and Young Elementary School Children.

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The project investigates the development of scientific reasoning from preschool to elementary school age in a longitudinal study and a series of experimental studies. The development of a basic understanding of empirical testing, of evidence evaluation, and of evidence-based argumentation are central to the experimental studies. The first project phase yielded new evidence for early competencies in these areas in preschool age. The generality of these findings and their theoretical interpretation will be further explored. In a longitudinal design, we study the stability of individual differences in foundational competencies of scientific reasoning from preschool to elementary school age, as well as the coherence among different scientific reasoning abilities, and their association with key features of Cognitive Development (Causal Learning, Theory of Mind, Metacognition, Executive Function). We expect the project to contribute importantly to a better understanding of the relationship of cognitive development and early scientific literacy in children.