Children’s understanding of scientific inquiry: The role of instructional support and comparison making
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Autor:in (Körperschaft)
Publikationsdatum
02.2024
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Journal of Educational Psychology
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
116
Ausgabe / Nummer
2
Seiten / Dauer
233-255
Patentnummer
Verlag / Herausgebende Institution
American Psychological Association
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
The 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.
Schlagwörter
early science learning, intervention, conceptual knowledge, analogical comparison
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1939-2176
0022-0663
0022-0663
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
Schmerse, D., Dominke, H., Mohr, J., & Steffensky, M. (2024). Children’s understanding of scientific inquiry: The role of instructional support and comparison making. Journal of Educational Psychology, 116(2), 233–255. https://doi.org/10.1037/edu0000836