Title

Early science instruction: addressing fundamental issues.

Date of Original Version

11-1-2005

Type

Response or Comment

PubMed ID

16262772

Abstract or Description

Kuhn and Dean (this issue) make a valuable contribution to the challenge of increasing the scientific reasoning skills of low-performing urban sixth graders. They describe a procedure that was highly effective in the short run, and they show how difficult it is to achieve long-term transfer with anything less than extremely detailed and direct instruction. In addition, their work raises important questions about the way that psychologists have approached the topic of children's scientific thinking. Although I concur with Kuhn and Dean about the significance of these questions, in this Commentary I offer a set of answers that differ from theirs. My comments concern matters of emphasis, definition, and effectiveness.

DOI

10.1111/j.1467-9280.2005.01629.x

 

Published In

Psychological Science, 16, 11, 871-872.