The Development of Cognitive Skills To Support Inquiry Learning

  title={The Development of Cognitive Skills To Support Inquiry Learning},
  author={Deanna Kuhn and John B. Black and Alla Keselman and Danielle Kaplan},
  journal={Cognition and Instruction},
  pages={495 - 523}
Establishing the value of inquiry learning as an educational method, it is argued, rests on thorough, detailed knowledge of the cognitive skills it is intended to promote. Mental models, as representations of the reality being investigated in inquiry learning, stand to influence strategies applied to the task. In the research described here, the hypothesis is investigated that students at the middle school level, and sometimes well beyond, may have an incorrect mental model of multivariable… 
Facilitating Self-Directed Experimentation in the Computer Environment
Inquiry learning is an educational method that has been recognized for its efficacy in promoting core intellectual values. Advances in instructional technology expand the scope of subjects to which
Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables
Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the
Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality.
Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable
Design of a Three-Dimensional Cognitive Mapping Approach to Support Inquiry Learning
A novel three-dimensional cognitive mapping approach that supports inquiry learning by allowing learners to combine the information on a problem, the subject knowledge, and the hypothesizing and reasoning process involved in the exploration in a single image is described.
The Inquiry Laboratory as a Source for Development of Metacognitive Skills
The study described in this article is based on a long-term comprehensive series of investigations that were conducted in the context of teaching high school chemistry in the laboratory using
Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment
The study examines two components of metacognitive knowledge in the context of inquiry learning: metatask and metastrategic. Existing work on the topic has shown that adolescents often lacked
Effect of Cognitive Regulation in Understanding Complex Science Systems During Simulation-based Inquiry Learning
Understanding complex systems is fundamental to understanding science. The complexity of science systems makes them very difficult to understand because they are composed of large number of variables
Critical thinking, metacognition, and epistemological beliefs
The purpose of this quantitative, quasi-experimental research was to explore the effect, should any exist, of adding metacognitive enrichment exercises to classes in which critical thinking is an
Patterns of Guidance in Inquiry Learning
Effective teacher guidance appears to be a mediated process in respect of requiring an externalized record of students’ inquiry, e.g., their postings, or at least a verbalized account of it to help the teacher ground her efforts to guide the deepening inquiry.


Students' transition from an engineering model to a science model of experimentation
This study investigates the hypothesis that when children are engaged in science experiments, the goal of which is to understand relations among causes and effects, they often use the engineering
The development of scientific reasoning skills.
Abstract The purpose of this article is to provide an introduction to the growing body of research on the development of scientific reasoning skills. The focus is on the reasoning and problem-solving
The development of problem-solving strategies.
The development of scientific thinking skills
D. Kuhn, Introduction. The Development of Scientific Thinking. Related Work. D. Kuhn and E. Amsel with the assistance of L. Schauble, The Evaluation of Evidence. The Interpretation of Covariation and
Knowledge Building as a Mediator of Conflict in Conceptual Change
This study examined how individuals and peers process scientific information that contradicts what they believe and assessed the contribution of this activity to conceptual change. Participants
All other things being equal: acquisition and transfer of the control of variables strategy.
This study addressed an important issue in scientific reasoning and cognitive development: how children acquire a domain-general processing strategy (Control of Variables Strategy or CVS) and generalize it across various contexts.
Exploring Science: The Cognition and Development of Discovery Processes
Einstein said that "the whole of science is nothing more than a refinement of everyday thinking." David Klahr suggests that we now know enough about cognition -- and hence about everyday thinking --
Formal Reasoning Among Pre- and Late Adolescents.
KUHN, DEANNA; Ho, VICTORIA; and ADAMS, CATHERINE. Formal Reasoning among Preand Late Adolescents. CHILD DEVELOPMENT, 1979, 50, 1128-1135. The purpose of this study was to explore the sense in which
The development of scientific reasoning in knowledge-rich contexts.
In this study of the development of scientific reasoning, 10 5th-6th-grade children (5 boys and 5 girls) and 10 noncollege adults conducted experiments over 6 half-hour sessions to explore the causal