Training the Scientific Thinking Circle in Pre- and Primary School Children

Dejonckheere, Peter; Keere, Kristof Van De; Mestdagh, Nele

doi:10.1080/00220670903228595

Cited by 17 publications

(21 citation statements)

References 32 publications

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“…The results of the present study complement those of Dejonckheere, Van de Keere en Mestdagh (2010). In that study a significant improvement for problem solving with the scientific thinking circle was found in physical phenomena in 6-year-olds.…”

Section: Discussionsupporting

confidence: 79%

“…Therefore, children were thaught to design their scientific experiments with the scientific thinking circle (Dejonckheere, Van de Keere, and Mestdagh, 2010). The scientific thinking circle is a step-by-step plan that divides the scientific problem into manageable pieces which children help to regulate their thoughts and actions over time.…”

Section: Discussionmentioning

confidence: 99%

“…In a first teaching method children were explained how to solve a scientific problem with the aid of the controlled comparison strategy in order to provide a strong constraint on search in the experiment space. In the second teaching method children received the controlled comparison strategy too but they additionally received metacognitive support through the scientific thinking circle as used by Dejonckheere, Van de Keere and Mestdagh (2010). A third group didn"t receive any instructions.…”

Section: Design and Proceduresmentioning

confidence: 99%

“…The results of the study also revealed that children who received metacognitive support spent more time completing some aspects of a post-test. This can be considered as an inhibition of impulsive behaviour (Dejonckheere, Van de Keere, & Mestdagh, 2010;Kamann & Wong, 1993;Meichenbaum, 1990). It is generally observed that experts in a specific (scientific) domain spend proportionately more time than do novices.…”

Section: Figurementioning

confidence: 99%

See 3 more Smart Citations

Are fourth and fifth grade children better scientists through metacognitive learning?

Dejonckheere¹,

Keere²,

Tallir³

2017

EJREP

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Section: Discussionsupporting

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Design and Proceduresmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

See 2 more Smart Citations

Are fourth and fifth grade children better scientists through metacognitive learning?

Dejonckheere¹,

Keere²,

Tallir³

2017

EJREP

Self Cite

View full text Add to dashboard Cite

show abstract

“…A third explanation, suggested by Dejonckheere et al (2009), is that the effect of improved scientific reasoning skills may not be directly visible in increased declarative knowledge levels, because the skills tend to have an indirect effect. The indirect effect refers to the assumption that scientific understanding provides students with opportunities to critically reflect upon experiences and to be inquisitive toward the world around them, which will eventually lead to expansion of their knowledge base.…”

Section: Standardized Assessment Versus Situated Scientific Knowledgementioning

confidence: 99%

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

et al. 2017

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The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students' cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thoughtprovoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students' scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students' real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students' utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than Res Sci Educ (2018)

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Conceptual review on scientific reasoning and scientific thinking

et al. 2021

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When conducting a systematic analysis of the concept of scientific reasoning (SR), we found confusion regarding the definition of the concept, its characteristics and its blurred boundaries with the concept of scientific thinking (ST). Furthermore, some authors use the concepts as synonyms. These findings raised three issues we aimed to answer in the present study: (1) are SR and ST the same concept, (2) if not, what are the differences between them, and (3) how can SR and ST be characterised and operationalised for systematic research? We conducted a conceptual review using an integrative approach to analyse 166 texts. First, we found that thinking and reasoning might refer to different processes. Likewise, SR and ST can be characterised as distinct concepts. Furthermore, the review identified that differences found between the concepts of SR and ST are grounded in ontological and epistemological perspectives.

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Training the Scientific Thinking Circle in Pre- and Primary School Children

Cited by 17 publications

References 32 publications

Are fourth and fifth grade children better scientists through metacognitive learning?

Are fourth and fifth grade children better scientists through metacognitive learning?

The Effects of Video Feedback Coaching for Teachers on Scientific Knowledge of Primary Students

Conceptual review on scientific reasoning and scientific thinking

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