Koerber Susanne, Mayer Daniela, Osterhaus Christopher, Schwippert Knut, Sodian Beate
Freiburg University of Education.
Child Dev. 2015 Jan-Feb;86(1):327-36. doi: 10.1111/cdev.12298. Epub 2014 Sep 26.
The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed.
基于一个假定从幼稚到更高级概念发展进程的概念模型，对1581名二、三、四年级学生（8、9、10岁）的科学思维发展进行了评估。使用一个包含66个条目的量表，探讨了科学思维的五个组成部分，包括实验设计、数据解释以及对科学本质的理解。单维和多维项目反应理论分析支持了该工具的信效度，并表明科学思维的多个组成部分构成一个单一结构，独立于语言或推理技能。一个部分计分模型为分层发展进程提供了证据。在每个年级过渡阶段，高级概念增加而幼稚概念减少。还讨论了智力、学校教育和父母教育对科学思维的独立影响。
