Developmental Origins of Scientific Thinking

By Deanna Kuhn, Susan Pearsall. 2000

250 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b3398dd5988a5bb6ac26a90b275e4ded6681221e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice (2003, background): “The scientific reasoning literature (e.g., Dagher, 1998; Greeno, 1992; Kuhn & Pearsall, 2000; Linn & Muilenburg, 1996; Mintzes, Wandersee, & Novak, 1998; Monk & Osborne, 2000; Zimmerman, 2000) and the literatures on setting up national science standards (AAAS, 1993; NRC, 1996) are rich in…”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “Thus, when asked for justification for a knowledge claim (that an event occurred), preschoolers are likely to respond with a theory as to why occurrence of the event is plausible rather than with evidence that it did in fact occur (Kuhn & Pearsall, 2000).”
Should Science be Taught in Early Childhood? (2005, background): “At the heart of scientific reasoning both within and outside of professional science is the coordination of theory and evidence (Kuhn and Pearsall, 2000).”
The Development of Cognitive Skills To Support Inquiry Learning (2000, background): “However, this does not guarantee that this new evidence will be represented independently of the theory and brought to bear on it, which we identify as a hallmark of mature or skilled scientific thinking (Kuhn, in press-a; Kuhn & Pearsall, 2000).”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, methodology): “Given the increasing attention to the importance of metacognition for proWcient performance on such tasks (e.g., Kuhn & Pearsall, 1998, 2000), it is important to determine at what point children and early adolescents recognize their own memory limitations as they navigate through complex tasks.”
Microgenetic Analyses of Learning (2007, background): “For example, McClelland’s (1995) model of balance scale learning requires thousands of trials to learn each new rule.”
How do People Know? (2001, methodology): “To investigate the latter question, Flaton (1999), in another study, interviewed individuals prior and subsequent to deliberation, in a pretest-posttest design employing the same interview and coding system as McCoy et al. (1999) and Kuhn et al.”
How Development and Personality Influence Scientific Thought, Interest, and Achievement (2006, background): “This achievement, note, is metacognitive in nature because it entails mental operations on entities that are themselves mental operations” (Kuhn & Pearsall, 2000, p. 115).”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “Previous research has shown that individuals can develop the ability to think scientifically at an early age (see, e.g., Metz, 2004), but the ability to coordinate evidence and theory may not emerge until late adolescence and adulthood, if at all (D. Kuhn & Pearsall, 2000).”
Emotions about Teaching about Human-Induced Climate Change (2013, background): “Critical evaluation is a necessary component to develop scientific reasoning skills (Kuhn & Pearsall, 2000) and may enable teachers and students to generate plausibility perceptions consistent with those developed by scientists.”
Connecting Scientific Reasoning and Causal Inference (2004, methodology): “A model of this sort characterizes recent work in the area of SR (Klahr, 2000; Kuhn, 2002; Kuhn & Pearsall, 2000), and the data presented here suggest that the model continues to be applicable when the methodology is modified to eliminate the investigative component common to SR studies and is…”
Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006, background): “For example, Kuhn and colleagues (Kuhn et al., 1988, 2000; Kuhn & Pearsall, 2000) focused on the coordination of theory and evidence, and suggested that students should possess skills to interpret patterns of evidence, to understand the type of evidence that could support or contradict that theory,…”