Influence of Executive Functions on Children’s Abilities to Evaluate Evidence
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2019-06-28
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en
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Abstract
Western schools increasingly teach scientific reasoning skills to primary school
children to achieve a society of scientific literate citizens. However, children display
remarkable individual differences in these abilities. Executive Functions (EF) may partly
explain these individual differences. A relation between these concepts can provide
information on how to help more children to become scientific literate. The current study
investigated through which mechanisms EF may influence the variation in children’s subskills
of evidence evaluation; observation, interpretation and generalization. Therefore, a
cross-sectional study was set up in which 115 fifth-graders participated. The researcher
measured the children’s performance on updating, inhibition and shifting as well as the
performance on the evidence evaluation sub-skills observation, interpretation and
generalization; with partly self-developed tasks. Path analysis models were used to test the
hypothesized relations between EF and evidence evaluation processes. No significant
relations between EF and evidence evaluation skills were found. The findings contradict
theoretical expectations and earlier literature. Possible explanations for the findings of the
current study will be discussed, as well as suggestions for future research and the meaning of
the research field for educational practice.
Keywords: Science skills, cognitive abilities, 21st century skills, science learning
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Faculteit der Sociale Wetenschappen