Scientific Reasoning in Preschool and Young Elementary School Children.

学龄前儿童和小学生的科学推理。

• 批准号: 322464449
• 负责人: Professorin Dr. Beate Sodian
• 金额: --
• 依托单位: Lehrstuhl für Pädagogische Psychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/322464449?language=en
• 关键词: Scientific; Reasoning; Preschool; Young; Elementary

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.

该项目通过纵向研究和一系列实验研究，考察了从学龄前到小学阶段科学推理的发展。建立对经验检验、证据评估和基于证据的论证的基本理解是实验研究的核心。第一个项目阶段为学龄前儿童在这些领域的早期能力提供了新的证据。我们将进一步探讨这些发现的普遍性及其理论解释。在纵向设计中，我们研究了从学龄前到小学的科学推理基础能力个体差异的稳定性，以及不同科学推理能力之间的一致性，以及它们与认知发展的关键特征(因果学习、心理理论、元认知、执行功能)的关系。我们希望该项目将有助于更好地理解儿童认知发展和早期科学素养之间的关系。