Facilitating the ability to falsify with support of conditional reasoning in the context of inquiry-based primary science education

证伪能力对于基于概念变化的学习和基于科学探究的学习都是至关重要的。一方面，意识到自己理论的不足是概念发展的相关条件，另一方面，通过证伪来检验假设是一种科学实践。概念改变和检验假设这两个方面，在国家和国际上都被一致认为是科学素养背景下小学科学教育的核心目标。假设的证伪是基于对公认假设与现有证据之间差异的感知。然而，要做到这一点，学习者必须能够区分证实、不证实或与假设无关的证据。根据约翰逊-莱尔兹心理模型理论，适当评估证据的能力，也被称为条件推理，取决于心理模型在工作记忆中的表现。在儿童中，这种能力尚未得到充分发展。目前的项目旨在提高小学科学教育中的证伪和条件推理技能。在第一阶段的应用中，横断面研究发现适当推理能力与抑制能力、工作记忆能力和领域一般科学思维能力之间存在显著的相关性。这些数据被用来制定不同的指令，以支持必要的认知操作。最成功的实验室教学将转化为自然课堂教学。因此，将研究条件推理的显式促进如何影响证伪技能，条件推理技能和概念变化，使用准实验设计。我们期望条件推理的促进，包括生成和测试假设的结构化阶段，对于提高适当的推理、证伪技能和加强概念变化是必要的。题目：为什么球会弹起？代表了以探究和概念变化为基础的小学科学教育的典范课程。项目结束后，将为小学教师制定一份指南，包括教学实例。

The ability to falsify is crucial for conceptual change-based as well as scientific inquiry-based learning. On the one hand, being aware of the inadequacy of one`s theory is a relevant condition for conceptual development, on the other hand testing hypotheses by falsification is a scientific practice. Both aspects, conceptual change and testing hypotheses, are consensually considered as core goals of primary science education within the context of scientific literacy, nationally and internationally.The falsification of hypotheses is based on the perception of discrepancies between accepted assumptions and existing evidence. To do this, however, learners must be able to distinguish pieces of evidence that confirm, disconfirm or are irrelevant to the hypothesis. According to Johnson-Lairds mental model theory, the ability to evaluate evidence appropriately, also known as conditional reasoning, depends on the representation of mental models in working memory. In children, this ability is not yet sufficiently developed. The current project aims to improve falsification and conditional reasoning skills in primary science education. In the first period of application, a cross-sectional study established significant correlations between the ability to reason appropriately and inhibition-capabilities, working memory capacity and domain-general scientific thinking skills. The data was used to develop different instructions to scaffold necessary cognitive operations. The most successful instruction of the laboratory setting will be transformed into an instruction for a natural classroom setting. Thereby it will be investigated how the explicit facilitation of conditional reasoning affects falsification skills, conditional reasoning skills and conceptual change, using quasi-experimental design. We expect that the facilitation of conditional reasoning, including structured phases of generating and testing hypotheses, is necessary to increase appropriate reasoning, falsification skills and to enhance conceptual change.The topic Why does a ball bounce? represents a model lesson for inquiry- and conceptual change-based primary science education. After the project, a guide for primary teachers including instructional examples will be developed.