Children’s understanding of scientific inquiry: The role of instructional support and comparison making

dc.contributor.authorSchmerse, Daniel
dc.contributor.authorDominke, Henning
dc.contributor.authorMohr, Jana
dc.contributor.authorSteffensky, Mirjam
dc.date.accessioned2025-05-06T05:19:02Z
dc.date.issued2024-02
dc.description.abstractThe objective of the current study was to identify an effective learning environment for kindergarten students as they acquire an initial understanding of scientific inquiry activities (SIA) and a simple (idealized) scientific inquiry cycle (SIC). The study aimed to examine (a) the effects of instructional support and (b) the role of similarity across scientific phenomena illustrating the SIA/SIC in helping children acquire an initial understanding. The study used a randomized group treatment design with children aged 5 to 6 years (N = 231). Similarity of scientific phenomena and specificity of instructional support related to the SIA/SIC were systematically varied across conditions. Results indicated that SIA/SIC-specific instructional support provided short-term benefits to children's knowledge about SIA and the SIC. In addition, results suggested that similarity of scientific phenomena interacted differentially with children's prior knowledge. More knowledgeable students benefited from variation in their understanding of the SIA/SIC, while similarity helped less knowledgeable children improve their content knowledge.
dc.identifier.doi10.1037/edu0000836
dc.identifier.issn1939-2176
dc.identifier.issn0022-0663
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/51011
dc.issue2
dc.language.isoen
dc.publisherAmerican Psychological Association
dc.relation.ispartofJournal of Educational Psychology
dc.subjectearly science learning
dc.subjectintervention
dc.subjectconceptual knowledge
dc.subjectanalogical comparison
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesen
dc.titleChildren’s understanding of scientific inquiry: The role of instructional support and comparison making
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dc.volume116
dspace.entity.typePublication
fhnw.InventedHereYes
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.affiliation.hochschulePädagogische Hochschule FHNWde_CH
fhnw.affiliation.institutInstitut Kindergarten-/Unterstufede_CH
fhnw.openAccessCategoryClosed
fhnw.pagination233-255
fhnw.publicationStatePublished
relation.isAuthorOfPublication0aa0f275-61e7-485e-a63a-289e4c7076e8
relation.isAuthorOfPublication.latestForDiscovery0aa0f275-61e7-485e-a63a-289e4c7076e8
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