Hypothesenbezogene Schlussfolgerungen im Grundschulalter fördern

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.