Hypothesenbezogene Schlussfolgerungen im Grundschulalter fördern
Fostering conclusions about hypotheses in elementary school
Journal article › Research › Peer reviewed
Publication data
| By | Christin Robisch, Steffen Tröbst, Kornelia Möller |
| Original language | German |
| Published in | Zeitschrift für Grundschulforschung, 7(2) |
| Pages | 88-101 |
| Editor (Publisher) | Springer |
| ISSN | 1865-3553, 2523-3181 |
| Publication status | Published – 2014 |
Inquiry-based early science education affords students to reason about the truth of hypotheses. However, developmental research has highlighted substantial deficits in elementary school children's reasoning. In experiment 1 it is demonstrated that third-graders' conditional reasoning in scientific contexts can be succesively scaffolded. In experiment 2 this findings was replicated by scaffolds with varying intensity of support. Moreover, here effects of scaffolding survived fading of support.
