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Individual differences in the development of scientific thinking in kindergarten
ARTICLE

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Learning and Instruction Volume 56, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The present study examined the development of and individual variation in scientific thinking in kindergarten. We measured experimentation, evidence evaluation, and domain knowledge at two times in kindergarten (T1 and T2) in a sample of 100 five to six-year-olds. To explain individual differences, executive functions and linguistic abilities (grammar and vocabulary) were assessed one year earlier (T0). Executive functions and grammatical abilities predicted scientific thinking and its development from T1 to T2. Kindergartners grew in scientific thinking with evidence evaluation predicting the growth in domain knowledge. These results showed that evidence evaluation is important to acquire domain knowledge. Executive functions appeared to be a predictor of development in general. It is recommended that in early science education language should be taught in concurrence with scientific thinking in order to structure children's thoughts and guide their actions, as the present study showed that grammar predicted proficiency in experimentation and evidence evaluation.

Citation

van der Graaf, J., Segers, E. & Verhoeven, L. (2018). Individual differences in the development of scientific thinking in kindergarten. Learning and Instruction, 56(1), 1-9. Elsevier Ltd. Retrieved January 19, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.03.005

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