Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1000
Title: Exploring the Role of Theory of Mind and Executive Functions in Preschool Children's Hypothesis Testing and Revision
Authors: Liberti, Jamie
Golbeck, Susan
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Liberti, J. & Golbeck, S. (2014). Exploring the Role of Theory of Mind and Executive Functions in Preschool Children's Hypothesis Testing and Revision. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1491-1492.
Abstract: A major goal of preschool science instruction is to foster children's scientific reasoning skills. This study explores the influence of children's theory of mind and executive function capacities on their ability to engage in hypothesis testing and revision. Results indicate that preschoolers are capable of engaging in basic hypothesis testing and revision on a physical science task, and theory of mind capacities may be related to children's performance. Implications for early science instruction are discussed.
URI: https://doi.dx.org/10.22318/icls2014.1491
https://repository.isls.org//handle/1/1000
Appears in Collections:ICLS2014

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