Individual Differences in Early Scientific Thinking: Assessment, Cognitive Influences, and Their Relevance for Science Learning
Author:
Affiliation:
1. University of Education Freiburg, Germany
2. Ludwig-Maximilians-Universität, Germany
Funder
Freiburg University of Education
Publisher
Informa UK Limited
Subject
Psychiatry and Mental health,Developmental and Educational Psychology,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/15248372.2019.1620232
Reference65 articles.
1. Teaching Nature of Science to K‐2 Students: What understandings can they attain?
2. A dual-process account of the development of scientific reasoning: The nature and development of metacognitive intercession skills
3. Theory of mind and epistemological development: the relation between children's second-order false-belief understanding and their ability to reason about evidence
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