The relation between preschool children’s false-belief understanding and domain-general experimentation skills

Piekny, Jeanette; Grube, Dietmar; Maehler, Claudia

doi:10.1007/s11409-013-9097-4

Cited by 13 publications

(6 citation statements)

References 49 publications

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“…Commonly, inductive reasoning is taught in scientific inquiry teaching; deductive reasoning seems to be more often neglected. Despite accumulating research indicating that even young children can reason scientifically (Sandoval, Sodian, Koerber and Wong 2014;Sodian, Zaitchick and Carey 1991;Piekny, Grube and Maehler 2013), in accordance with Barrouillet et al (2008) our findings indicate that third-graders commonly fail on rather simple tasks requiring hypothesis-based reasoning. This was particularly the case on tasks involving irrelevant events, before they had received the related instruction.…”

Section: Implications For Science Educationcontrasting

confidence: 89%

“…Research on scientific reasoning has shown that although some individuals succeed in identifying controlled experiments and conclusive tests already in earlier childhood, many children still struggle with various aspects of scientific reasoning throughout childhood (e.g., Sandoval, Sodian, Koerber and Wong 2014; Sodian, Zaitchick and Carey 1991;Piekny, Grube and Maehler 2013). As one source for individual differences in scientific reasoning between children, it has been pointed out that they often struggle with differentiating between their own theories and empirical evidence, and with coordinating these two aspects in the course of inquiry (Koerber et al, 2015).…”

Section: Accommodating Heterogeneity: the Interaction Of Instructional Scaffolding With Student Preconditions In The Learning Of Hypothesmentioning

confidence: 99%

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Accommodating Heterogeneity: The Interaction of Instructional Scaffolding with Student Preconditions in the Learning of Hypothesis-Based Reasoning

Edelsbrunner¹,

Grimm²,

Möller³

2021

Preprint

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Hypothesis-based reasoning with conditionals is a skill that is required for engaging in integral activities of modern elementary school science-curricula. The teaching of this skill at this early stage of education, however, is demanding, particularly in whole school classes in which it is difficult to adapt teaching to children’s individual needs. We examine whether a scaffold that is static yet tailored to the context, in which the teacher explicitly models the reasoning process, manages to meet students’ individual cognitive preconditions for learning this skill. Within an inquiry-based learning setting, N = 143 third-graders underwent either an experimental condition in which they received the explicit scaffold, or a control condition in which they did not receive this specific scaffold. Employing a latent transition analysis and a general additive model, it is examined how the additional scaffold interacted with students’ prior knowledge, inhibition ability, and logical reasoning as judged by their own teachers. It is found that the additional scaffolds managed to meet the needs of students with little prior knowledge; under the control condition, students with little prior knowledge showed decreased learning achievement, whereas under the experimental condition, students with differing prior knowledge learned to comparable extent and on a higher level. The scaffolds also almost fully diminished a disadvantage for students with lower logical reasoning, and supported students with high inhibition ability in mastering the most difficult aspect of reasoning based on irrelevant evidence. Implications for science education are discussed.

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Section: Implications For Science Educationcontrasting

confidence: 89%

Section: Accommodating Heterogeneity: the Interaction Of Instructional Scaffolding With Student Preconditions In The Learning Of Hypothesmentioning

confidence: 99%

Accommodating Heterogeneity: The Interaction of Instructional Scaffolding with Student Preconditions in the Learning of Hypothesis-Based Reasoning

Edelsbrunner¹,

Grimm²,

Möller³

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…However, taking together the effects on numeracy and teacher judged mathematical abilities it appears that theory of mind is still important for certain aspects of mathematics or mathematical thinking even if we take into account that teachers judgments might have been influenced by their overall perception of children's behavior. Our data in combination with studies on scientific reasoning (Astington, Pelletier, & Homer, 2002) or experimentation skills (Piekny, Grube & Maehler, 2013) suggest that theory-of-mind understanding might be especially important when the task is to reason or think about scientific and mathematical problems, in particular when the tasks are presented verbally.…”

Section: Discussionmentioning

confidence: 66%

Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings

Lockl

Ebert

Weinert

2017

Learning and Individual Differences

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“…Sobel et al concluded that despite the children's inability to explicitly reason about probabilities, they can use probabilistic information to infer causal relationships. By the age of 5 and 6, they can successfully infer causal relationships between variables in the lack of evidence (Piekny, Grube, & Maehler, 2013) in areas such as folk physics (Baillargeon, Kotovsky, & Needham, 1995).…”

Section: Angry Birds and Science Learningmentioning

confidence: 99%

Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds

Herodotou¹

2017

Brit J Educational Tech

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Christothea Herodotou is a Lecturer in Innovating Pedagogy at The Open University, UK. She is interested in the design and use of innovative technologies, in particular web-based technologies, digital games and mobile applications for learning and their relationship to human motivation and cognition. She is also particularly interested in how learning analytics can inform our understanding of the use of technologies and improve the learning experience. She has recently received funding from the British Educational Research Association (BERA) to examine the learning impact of mobile applications on young children under the BERA BJET Fellowship. Address for correspondence: Dr Christothea Herodotou, Institute of Educational Technology, The Open University, Walton Hall, Milton Keynes, MK7 6AA, UK. Email: christothea.herodotou@open.ac.uk Abstract A popular activity among young children is the use of mobile devices and apps. Yet, the impact of mobile devices on learning and development is rather underexplored. The limited studies identified explore effects on literacy development and communication and report on mixed findings. A considerable gap is observed as to how the use of mobile apps relates to young children's understanding in diverse domains including science learning, and to extend, whether and how mobile apps should be used and how in early years' settings. The aim of this paper is to shed light on this area by examining the learning effects of touch screen mobile game applications, in particular the game Angry Birds, on two groups of preschoolers 4 and 5 years old respectively. Evidence from a comparative study with 32 participants reveal significant differences between the two groups in terms of game skills and their understanding of projectile motion. Implications for educational stakeholders, parents and app designers are discussed along with future research directions.

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The relation between preschool children’s false-belief understanding and domain-general experimentation skills

Cited by 13 publications

References 49 publications

Accommodating Heterogeneity: The Interaction of Instructional Scaffolding with Student Preconditions in the Learning of Hypothesis-Based Reasoning

Accommodating Heterogeneity: The Interaction of Instructional Scaffolding with Student Preconditions in the Learning of Hypothesis-Based Reasoning

Predicting school achievement from early theory of mind: Differential effects on achievement tests and teacher ratings

Mobile games and science learning: A comparative study of 4 and 5 years old playing the game Angry Birds

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