Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities

• Published in: Learning and instruction Vol. 29; pp. 43 - 55
• Main Authors: Mayer, Daniela, Sodian, Beate, Koerber, Susanne, Schwippert, Knut
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.02.2014
• Subjects: Cognitive development; Elementary school age; Item response modeling; Scientific reasoning; Cognitive development; Item response modeling; Scientific reasoning; Elementary school age
• ISSN: 0959-4752; 1873-3263
• DOI: 10.1016/j.learninstruc.2013.07.005

The primary goal of this study was the broad assessment and modeling of scientific reasoning in elementary school age. One hundred fifty-five fourth graders were tested on 20 recently developed paper-and-pencil items tapping four different components of scientific reasoning (understanding the nature of science, understanding theories, designing experiments, and interpreting data). As confirmed by Rasch analyses, the scientific reasoning items formed a reliable scale. Model comparisons differentiated scientific reasoning as a separate construct from measures of intelligence and reading skills and revealed discriminant validity. Furthermore, we explored the relationship between scientific reasoning and the postulated prerequisites inhibitory control, spatial abilities and problem-solving skills. As shown by correlation and regression analyses, beside general cognitive abilities (intelligence, reading skills) problem-solving skills and spatial abilities predicted performance in scientific reasoning items and thus contributed to explaining individual differences in elementary school children's scientific reasoning competencies. •The paper-and-pencil test measured reliably children's scientific reasoning.•Discriminant validity of the scientific reasoning, intelligence, and reading tests was demonstrated.•Problem-solving skills and spatial abilities were significant predictors of scientific reasoning.