Facilitating the ability to falsify with support of conditional reasoning in the context of inquiry-based primary science education

• Applicant: Professorin Dr. Kornelia Möller
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2012 to 2016
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 234582103

The ability to falsify is crucial for conceptual change-based as well as scientific inquiry-based learning. On the one hand, being aware of the inadequacy of one`s theory is a relevant condition for conceptual development, on the other hand testing hypotheses by falsification is a scientific practice. Both aspects, conceptual change and testing hypotheses, are consensually considered as core goals of primary science education within the context of scientific literacy, nationally and internationally.The falsification of hypotheses is based on the perception of discrepancies between accepted assumptions and existing evidence. To do this, however, learners must be able to distinguish pieces of evidence that confirm, disconfirm or are irrelevant to the hypothesis. According to Johnson-Lairds mental model theory, the ability to evaluate evidence appropriately, also known as conditional reasoning, depends on the representation of mental models in working memory. In children, this ability is not yet sufficiently developed. The current project aims to improve falsification and conditional reasoning skills in primary science education. In the first period of application, a cross-sectional study established significant correlations between the ability to reason appropriately and inhibition-capabilities, working memory capacity and domain-general scientific thinking skills. The data was used to develop different instructions to scaffold necessary cognitive operations. The most successful instruction of the laboratory setting will be transformed into an instruction for a natural classroom setting. Thereby it will be investigated how the explicit facilitation of conditional reasoning affects falsification skills, conditional reasoning skills and conceptual change, using quasi-experimental design. We expect that the facilitation of conditional reasoning, including structured phases of generating and testing hypotheses, is necessary to increase appropriate reasoning, falsification skills and to enhance conceptual change.The topic Why does a ball bounce? represents a model lesson for inquiry- and conceptual change-based primary science education. After the project, a guide for primary teachers including instructional examples will be developed.

• DFG Programme: Research Grants
• Participating Person: Professorin Dr. Ilonca Hardy