Scientific Reasoning in Preschool and Young Elementary School Children.

该项目通过纵向研究和一系列实验研究来调查从学龄前到小学阶段科学推理的发展。发展对经验检验、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。这些发现的普遍性及其理论解释将进一步探讨。在纵向设计中，我们研究了学龄前至小学阶段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关键特征（因果学习、心理理论、元认知、执行功能）的关联。我们期望该项目对更好地理解认知发展与儿童早期科学素养之间的关系作出重要贡献。

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.