The development of early scientific literacy gaps in kindergarten children

Kähler, Jana; Hahn, Inga; Köller, Olaf

doi:10.1080/09500693.2020.1808908

Cited by 26 publications

(21 citation statements)

References 39 publications

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“…However, the general cognitive abilities did not affect the speed of development. This is consistent with the high stability of individual differences in scientific reasoning found here, as well as the high stability in science knowledge reported by others (Kähler et al, 2020), and it underlines the need for effective early interventions that specifically target children of lower ability.…”

Section: Individual Differences and Their Stabilitysupporting

confidence: 92%

The complex associations between children’s scientific reasoning and advanced theory of mind

Osterhaus¹,

Koerber²

2022

Preprint

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This 6-wave longitudinal study of 161 German 5- to 10-year-olds (89 females, 72 males) found that scientific-reasoning abilities first develop at 6 years, with significant progression between all waves. Abilities were highly stable, with the kindergarten score predicting 25% of end-of- elementary-school variance. Individual but not developmental differences were related to language abilities (.39), mindreading skills (.33), and the parental education level (.36). In early elementary school, basic mindreading skills predicted scientific reasoning (.15), but not vice versa; in late elementary school, bidirectional associations emerged between scientific-reasoning and more- complex mindreading (.11-.33). Our findings suggest that mindreading is a precursor for the development of scientific reasoning, and that older children use scientific reasoning to test and revise their advanced theories of mind.

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Section: Individual Differences and Their Stabilitysupporting

confidence: 92%

The complex associations between children’s scientific reasoning and advanced theory of mind

Osterhaus¹,

Koerber²

2022

Preprint

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show abstract

“…Scientific literacy provides an understanding of scientific concepts and processes that enable people to deal with everyday scientific situations and help them participate in a society where science and technology are fundamental (Kähler et al, 2020). In the context of learning science education literature, scientific literacy is generally appreciated and recognized among academics as an expected student learning outcome (Smith et al, 2012;Nuhfer et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

Rokhimawan

Yuliawati

Kamala

et al. 2022

JPII

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This study aims to measure the scientific competence of prospective teachers of Madrasah Ibtidaiyah integrated scientific literacy through a STEM approach. The research method used was descriptive quantitative with a sample of 40 students from the same study program at two different universities. The selected sample has taken basic science courses with a minimum score of B. This research used a purposive sampling technique, where the sampling actively participates in learning activities. Data were collected using a set of instruments to analyze the prospective teachers’ scientific competence. The instruments were declared valid based on expert judgment and showed a Cronbach Alpha score of 0.68 before being used. Scientific competence data were obtained from the results before and after the essay, practicum, multiple-choice test, and questionnaire instruments. Data were analyzed descriptive quantitative using inferential statistics with a T-test. Inferential statistical analysis revealed differences in scientific competence of prospective madrasah teachers in Study Program A and Study Program B (t = 5.98 1.83). The measurement results of the test of science content mastery aspect with an average of 58.3 and 50.8. The practicum mastery of science process skills results from the problem-solving skills test are 48.4 and 39.6. From the questionnaire results on scientific literacy, students still need to improve their independence in studying science, scientific thinking skills, the ability to use scientific knowledge in problem-solving, and integrating the STEM approach. From the findings, it can be concluded that the analysis of the scientific competence of prospective madrasah teachers shows an apparent and significant difference. The prospective madrasa teachers’ scientific competence is needed to prepare students as prospective teachers who are STEM literate.

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“…A quality and developmentally appropriate early STEM curriculum is critical for helping children develop scientific practices at a young age (e.g., Kähler et al, 2020;National Research Council, 2013). This study developed and implemented an effective module that helped preschoolers and kindergarteners of different cultural backgrounds and ages reinforce their scientific practices.…”

Section: Discussionmentioning

confidence: 99%

“…representing the world they observe. Curricula that integrate STEM (Science, Technology, Engineering, Mathematics) disciplines are developmentally appropriate and can be implemented to enhance young children's scientific practices (Clements & Sarama, 2016;French, 2004;Kähler et al, 2020;National Research Council, 2013). The development of quality early STEM curricula has received growing research attention in recent decades.…”

mentioning

confidence: 99%

Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices

Hsin

2022

Res Sci Educ

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This study examined the impact of a project-based learning module on young children’s scientific practices in urban and Indigenous areas. The module was developed by drawing upon early science standards and research on scientific practices and project-based teaching approaches. Ninety-eight children from northern Taiwan participated. Their average age was 5 years and 7 months, ranging from 4 years and 6 months to 6 years and 5 months. A performance assessment of scientific practices was administered before and after the module. Results of paired sample t tests showed that children improved in overall practices and every sub-practice after taking the module. Both city and Indigenous children performed significantly better on the post-test, as did both the 4- and 5-year-old groups. ANCOVA results indicated no significant difference between urban and Indigenous children in the post-test scores of overall and most sub-practices; the only exception was that urban children had significantly better improvement on doing an experiment. Similar ANCOVA results were found for the 4- and 5-year-old groups; the 4-year-old group had significantly better improvement only on measuring. Results suggest that the module promoted scientific practices of children of different ages and ethnic backgrounds. This study sheds light on evidence-based early science curricula, early scientific practices, and the achievement of educational equity.

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The development of early scientific literacy gaps in kindergarten children

Cited by 26 publications

References 39 publications

The complex associations between children’s scientific reasoning and advanced theory of mind

The complex associations between children’s scientific reasoning and advanced theory of mind

Prospective Madrasah Teachers' Scientific Competencies Integrated with Scientific Literacy through the STEM Approach

Implementing a Project-Based Learning Module in Urban and Indigenous Areas to Promote Young Children’s Scientific Practices

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