NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032667
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: 85
ISBN: N/A
ISSN: ISSN-0046-1520
Developing Children's Early Competencies to Engage with Science
Sandoval, William A.; Sodian, Beate; Koerber, Susanne; Wong, Jacqueline
Educational Psychologist, v49 n2 p139-152 2014
Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of evidence, critique methods, and other factors upon which evidence evaluation rests, evaluating sources and potential biases, and so on. Although the general discourse on education commonly suggests students are bad at such things, we review cognitive development research that demonstrates children display a variety of capabilities, even at early ages, that can be productively built upon by formal science instruction. We use this research to suggest some possibilities for formal schooling to develop children's capacities for evaluating claims within the pursuit of personally meaningful goals. We conclude with observations of useful directions our analysis opens to research.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A