دورية أكاديمية
Domain-Specific Knowledge and Domain-General Abilities in Children's Science Problem-Solving
| العنوان: | Domain-Specific Knowledge and Domain-General Abilities in Children's Science Problem-Solving |
|---|---|
| اللغة: | English |
| المؤلفون: | Jonas Schäfer (ORCID |
| المصدر: | British Journal of Educational Psychology. 2024 94(2):346-366. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-usTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| الواصفات: | Problem Solving, Elementary School Students, Correlation, Task Analysis, Cognitive Ability, Vocabulary Development, Science Education, Thinking Skills |
| DOI: | 10.1111/bjep.12649 |
| تدمد: | 0007-0998 2044-8279 |
| مستخلص: | Background: Problem-solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem-solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science problem-solving. Aims: In this study, we aimed to investigate whether performance in science problem-solving is mainly determined by domain-specific rule knowledge, by domain-general cognitive abilities or both. Methods: In our study, 215 6- to 8-year-old children completed a set of three domain-specific rule knowledge tasks and three corresponding problem-solving tasks that were content-coherent, as well as a vocabulary task, and a reasoning task. Results: Correlational and regression analyses revealed a negligible impact of domain-specific rule knowledge on corresponding problem-solving tasks. In contrast, the associations between problem-solving performance in different domains and the associations between problem-solving performance and domain-general abilities (vocabulary and reasoning) were comparably strong. Conclusions: The findings suggest that science problem-solving in primary school children primarily relies on domain-general cognitive abilities. Implications of these findings are discussed with regard to cognitive theories and early science education. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1421711 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0007-0998 2044-8279 |
|---|---|
| DOI: | 10.1111/bjep.12649 |