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The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory
Author(s) -
Koerber Susanne,
Mayer Daniela,
Osterhaus Christopher,
Schwippert Knut,
Sodian Beate
Publication year - 2014
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12298
Subject(s) - psychology , construct (python library) , unitary state , cognitive development , item response theory , scale (ratio) , interpretation (philosophy) , mathematics education , conceptual change , scientific reasoning , developmental psychology , cognition , psychometrics , physics , quantum mechanics , neuroscience , computer science , political science , law , programming language
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8‐, 9‐, 10‐year‐olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66‐item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.