The Stability of Individual Differences in Scientific Reasoning: Findings From a Five-Year-Long Study

• In Event: Science Teaching and Learning: Elementary Science Education

Abstract

Already in kindergarten, there are substantial individual differences in scientific reasoning. Across five measurement points from age 6 to 10 (N=161), we investigate the stability of scientific reasoning. Using the Science-K inventory (Koerber & Osterhaus, 2019), we measured children’s understanding of the nature of science and their experimentation and data-interpretation skills. To control for general cognitive abilities, we assessed intelligence, inhibitory control, and language abilities. There were significant (partial) correlations between scientific reasoning across time (ranging from .14 to .65). Kindergarten competencies were the strongest predictor of scientific reasoning at the end of elementary school (beta=.41), suggesting that an early fostering of scientific reasoning (even before children enter formal schooling) may be necessary to reduce the individual differences between children.

Authors

• Christopher Osterhaus, University of Vechta

• Susanne Koerber, Freiburg University of Education