The Development of Scientific Thinking Skills in Elementary and Middle School.

By Corinne Zimmerman. 2007

646 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/689bb1a5cdd85d3dc2bf48597a7b7f573af5caf8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “…of the nature of science (Abd-El-Khalick et al., 1998; Carey & Smith, 1993), of models in particular (Grosslight et al., 1991; Treagust et al., 2002), and of Journal of Research in Science Teaching theory-evidence relations (Zimmerman, 2007; cf. Bråten, Britt, Strømsø, & Rouet, 2011).”
School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “Glutting, & Ramineni, 2010), basic reasoning abilities that contribute to later scientific thinking (Zimmerman, 2007), and important self-regulation skills (e.”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “…reasoning, however, has been to focus attention on a single reasoning strategy, the control-of-variables strategy, featured by Inhelder and Piaget (1958) in their now classic volume (for early reviews, see Neimark, 1975, or Keating, 1980; for contemporary ones Zimmerman, 2007, or Kuhn, 2002.).”
What Needs to Develop in the Development of Inquiry Skills? (2008, background): “At one extreme, the inquiry process is regarded narrowly as a control-of-variables strategy that can be taught to students in a single brief session (Klahr & Nigam, 2004); at the other, it is an activity so complex and evolving with practice as to defy simple characterization (Lehrer & Schauble, 200”
Teaching the control-of-variables strategy: A meta-analysis (2016, background): “Further sources of studies were the reference lists in reviews (e.g., Zimmerman, 2000, 2007; Lawson, 1992) and in relevant studies, as well as the forward citation history of relevant articles in Google Scholar.”
The Emergence of Scientific Reasoning (2012, background): “For example, children have difficulty in systematically designing controlled experiments, in drawing appropriate conclusions based on evidence, and in interpreting evidence (e.g., Croker, 2012; Chen & Klahr, 1999; Kuhn, 1989; Zimmerman, 2007).”
Understanding Students' Experiments—What kind of support do they need in inquiry tasks? (2014, background): “Although there is much research about inquiry competences, inquiry learning and support, these studies often focus on younger students up to grade 10 (e.g. Chang, 2001; Chang & Chiu, 2005; Ertepinar & Geban, 1996; Lazarowitz, Baird, Bowlden, & Hertz-Lazarowitz, 1996; Zimmerman, 2007).”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “However, elementary school children’s difficulties in understanding and applying CVS have been demonstrated repeatedly over the years (Chen and Klahr 1999; Kuhn et al. 1988, 1995; Zimmerman 2007), making it a highly relevant domain in which to investigate these research questions.”
Individual Differences in Early Scientific Thinking: Assessment, Cognitive Influences, and Their Relevance for Science Learning (2019, background): “Scientific thinking is typically defined as a cyclic and cumulative process of intentional knowledge-seeking (e.g., Bullock, Sodian, & Koerber, 2009; Kuhn, 2011; Zimmerman, 2007).”