Patterns of development in children's scientific reasoning: Results from a three-year longitudinal study
Number of pages
SourceJournal of Cognition and Development, 22, 1, (2021), pp. 108-124
08 september 2020
Article / Letter to editor
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SW OZ BSI OLO
SW OW PWO [owi]
Radboud Docenten Academie (RDA)
Journal of Cognition and Development
SubjectLearning and Plasticity; Onderzoeksprogramma RDA | 2024-2028: Innovative Teaching and Learning | 2016-2023: Cultivating Creativity in Education
Scientific reasoning refers to the thinking skills involved in conceiving and conducting an investigation. This study examined how proficiency in performing these skills develops during the upper-elementary school years. A sample of 157 children (age 7-10) took a performance-based scientific reasoning test in three consecutive years. Four distinct developmental patterns emerged from their annual test scores, which were independent of prior domain knowledge and sociodemographic characteristics except gender. Developmental patterns in scientific reasoning and reading comprehension, but not math, were related such that many children with a high entry level or accelerated growth in scientific reasoning also performed better and progressed more in reading comprehension. These results indicate that scientific reasoning develops differently in same-age children, largely independent of personal characteristics but generally comparable with reading comprehension.
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