Scientific Reasoning in Young Children: Preschoolers’ Ability to Evaluate Covariation Evidence

By Susanne Koerber, Beate Sodian, Claudia Thoermer, U. Nett. 2005

127 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c37a5ab59867811d54b08fc9f294ae777f800889

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Susanne Koerber
2. Christopher Osterhaus
3. Ard W. Lazonder
4. Corinne Zimmerman
5. Ruth Harmsen
6. Deanna Kuhn
7. William A. Sandoval
8. Jonathan Osborne

In Education

1. Susanne Koerber
2. Christopher Osterhaus
3. Corinne Zimmerman
4. Ruth Harmsen
5. Deanna Kuhn
6. William A. Sandoval
7. Jonathan Osborne
8. David Dean, Jr.

Citations in the corpus

• The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “Children this young, however, did have diYculty making inferences based on patterns of non-covariation evidence (Koerber et al., 2005).”
• Individual Differences in Early Scientific Thinking: Assessment, Cognitive Influences, and Their Relevance for Science Learning (2019, background): “…in the difficulties for the data-interpretation items with their diverse levels of complexity (i.e., perfect, imperfect or noncovariations; see Koerber et al., 2005, for an extensive discussion of these effects), one would not expect similar differences between the two conclusive test items:…”
• Meta-Analysis of Inquiry-Based Learning (2016, background): “It is therefore no surprise that this skill does not seem to be well developed yet in early childhood (Koerber et al., 2005; Piekny et al., 2014), develops slowly, and hardly ever reaches maturity (Kuhn, Amsel, & O’Loughlin, 1988).”