Abstract
A major goal of preschool science instruction is to foster children's scientific reasoning skills. This study explores the influence of children's theory of mind and executive function capacities on their ability to engage in hypothesis testing and revision. Results indicate that preschoolers are capable of engaging in basic hypothesis testing and revision on a physical science task, and theory of mind capacities may be related to children's performance. Implications for early science instruction are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1491-1492 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | January |
| State | Published - 2014 |
| Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education