Fostering Children’s Reasoning about Disagreements through an Inquiry-based Curriculum

References

• Alfieri, L., Brooks, P., Aldrich, N. J., & Tenenbaum, H. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18. doi:10.1037/a0021017.supp
   Web of Science ®Google Scholar
• Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. doi:10.1023/A:1015171124982
   Google Scholar
• Barzilai, S., & Eshet-Alkalai, Y. (2015). The role of epistemic perspectives un comprehension of multiple author viewpoints. Learning and Instruction, 36, 86–103. doi:10.1016/j.learninstruc.2014.12.003
   Web of Science ®Google Scholar
• Baum, L. A., Danovitch, J. H., & Keil, F. C. (2008). Children’s sensitivity to circular explanations. Journal of Experimental Child Psychology, 100(2), 146–155. doi:10.1016/j.jecp.2007.10.007
   PubMed Web of Science ®Google Scholar
• Beck, S. R., Robinson, A. N., Ahmed, S., & Abid, R. (2011). Children’s understanding that ambiguous figures have multiple interpretations. European Journal of Developmental Psychology, 8(4), 403–422. doi:10.1080/17405629.2010.515885
   Web of Science ®Google Scholar
• Birch, S. A., Vauthier, S. A., & Bloom, P. (2008). Three- and four-year-olds spontaneously use others’ past performance to guide their learning. Cognition, 107(3), 1018–1034. doi:10.1016/j.cognition.2007.12.008
   PubMed Web of Science ®Google Scholar
• Carpendale, J. I., & Chandler, M. (1996). On the distinction between false belief understanding and subscribing to an interpretive theory of mind. Child Development, 67(4), 1686–1706. doi:10.2307/1131725
   Web of Science ®Google Scholar
• Chatzipanteli, A., Gregoriadis, V. G., & Gregoriadis, A. (2014). Development and evaluation of metacognition in early childhood education. Early Childhood Development and Care, 184(8), 1223–1232. doi:10.1080/03004430.2013.861456
   Google Scholar
• Corriveau, K., & Harris, P. L. (2009a). Choosing your informant: Weighing familiarity and recent accuracy. Developmental Science, 12(3), 426–437. doi:10.1111/j.1467-.2008.00792.x
   PubMed Web of Science ®Google Scholar
• Corriveau, K., & Harris, P. L. (2009b). Preschoolers continue to trust a more accurate informant 1 week after exposure to accuracy information. Developmental Science, 12(1), 188–193. doi:10.1111/desc.2009.12.issue-1
   PubMed Web of Science ®Google Scholar
• Corriveau, K. H., Kinzler, K. D., & Harris, P. L. (2013). Accuracy trumps accent in children’s endorsement of object labels. Developmental Psychology, 49(3), 470–479. doi:10.1037/a0030604
   PubMed Web of Science ®Google Scholar
• Corriveau, K. H., & Kurkul, K. E. (2014). “Why does rain fall?”: Children prefer to learn from an informant who uses noncircular explanations. Child Development, 85(5), 1827–1835. doi:10.1111/cdev.12240
   PubMed Web of Science ®Google Scholar
• Edson, M. T. (2013). Starting with science: Strategies for introducing young children to inquiry. Portland, ME: Stenhouse.
   Google Scholar
• Eisbach, A. (2004). Children’s developing awareness of diversity in people’s trains of thought. Child Development, 75(6), 1694–1707. doi:10.1111/j.1467-8624.2004.00810.x
   PubMed Web of Science ®Google Scholar
• Flavell, J. H., Green, F. L., & Flavell, E. R. (1995). Young children’s knowledge about thinking. Monographs of the Society for Research in Child Development, 60(1), 1–113. doi:10.2307/1166124
   PubMed Web of Science ®Google Scholar
• Flavell, J. H., Mumme, D. L., Green, F. L., & Flavell, E. R. (1992). Young children’s understanding of different types of beliefs. Child Development, 63(4), 960–977. doi:10.1111/j.1467-8624.1992.tb01675.x
   PubMed Web of Science ®Google Scholar
• Gopnik, A., & Astington, J. W. (1988). Children’s understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59(1), 26–37. doi:10.1111/j.1467-8624.1988.tb03192.x
   PubMed Web of Science ®Google Scholar
• Harris, C. J., Phillips, R. S., & Penuel, W. R. (2012). Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms. Journal of Science Teacher Education, 23(7), 769–788. doi:10.1007/s10972-011-9237-0
   Google Scholar
• Harris, P. L., & Corriveau, K. H. (2011). Young children’s selective trust in informants. Philosophical Transactions of the Royal Society Biological Sciences, 366(1567), 1179–1187. doi:10.1098/rstb.2010.0321
   PubMed Web of Science ®Google Scholar
• Harris, P. L., & Koenig, M. (2006). Trust in testimony: How children learn about science and religion. Child Development, 77(3), 505–524. doi:10.1111/j.1467-8624.2006.00886.x
   PubMed Web of Science ®Google Scholar
• Harris, P. L., Koenig, M., Corriveau, K. H., & Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251–273. doi:10.1146/annurev-psych-122216-011710
   PubMed Web of Science ®Google Scholar
• Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2013). The development of reasoning about beliefs: Fact, preference, and ideology. Journal of Experimental Social Psychology, 49(3), 559–565. doi:10.1016/j.jesp.2012.09.005
   PubMed Web of Science ®Google Scholar
• Heiphetz, L., Spelke, E. S., Harris, P. L., & Banaji, M. R. (2014). What do different beliefs tell us? An examination of factual, opinion-based, and religious beliefs. Cognition Development, 30(1), 15–29. doi:10.1016/j.cogdev.2013.12.002
   PubMed Web of Science ®Google Scholar
• Jahanangard, Z., Soltani, A., & Alinejad, M. (2016). Exploring the relationship between metacognition and attitudes towards science of senior secondary students through a structural equation model analysis. Journal of Baltic Science Education, 15(3), 340–349.
   Web of Science ®Google Scholar
• Jaswal, V. K., Croft, A. C., Setia, A. R., & Cole, C. A. (2010). Young children have a specific, highly robust bias to trust testimony. Psychological Science, 21(10), 1541–1547. doi:10.1177/0956797610383438
   PubMed Web of Science ®Google Scholar
• Jaswal, V. K., & Neely, L. A. (2006). Adults do not always know best: Preschoolers use past reliability over age when learning new words. Psychological Science, 17(9), 757–758. doi:10.1111/j.1467-9280.2006.01778.x
   PubMed Web of Science ®Google Scholar
• Jaswal, V. K., Perez-Edgar, K., Kondrad, R. L., Palmquist, C. M., Cole, C. A., & Cole, C. E. (2014). Can’t stop believing: Inhibitory control and resistance to misleading testimony. Developmental Science, 17(6), 965–976. doi:10.1111/desc.12187
   PubMed Web of Science ®Google Scholar
• Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines. London, UK: Palgrave Macmillan UK. doi:10.1057/978-1-137-53463-7
   Google Scholar
• Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661–667. doi:10.1111/j.0956-7976.2004.00737.x
   PubMed Web of Science ®Google Scholar
• Koenig, M., & Harris, P. L. (2005). Preschoolers mistrust ignorant and inaccurate speakers. Child Development, 76(6), 1261–1277. doi:10.1111/j.1467-8624.2005.00849.x
   PubMed Web of Science ®Google Scholar
• Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178–181. doi:10.1111/1467-8721.00088
   Web of Science ®Google Scholar
• Kuhn, D., Cheney, M., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15(3), 309–328. doi:10.1016/S0885-2014(00)00030-7
   Web of Science ®Google Scholar
• Kuhn, D., & Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cognitive Development, 13(2), 227–247. doi:10.1016/S0885-2014(98)90040-5
   Web of Science ®Google Scholar
• Lagattuta, K. H., & Wellman, H. M. (2001). Thinking about the past: Early knowledge about links between prior experience, thinking, and emotion. Child Development, 72(1), 82–102. doi:10.1111/1467-8624.00267
   PubMed Web of Science ®Google Scholar
• Leopold, C., & Leutner, D. (2015). Improving students’ science text comprehension through metacognitive self-regulation when applying learning strategies. Metacognition and Learning, 10(3), 313–346. doi:10.1007/s11409-014-9130-2
   Web of Science ®Google Scholar
• Martinez, M. E. (2012). What is metacognition? Phi Delta Kappan, 87(9), 696–699. doi:10.1177/003172170608700916
   Web of Science ®Google Scholar
• McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA, USA: ASCD.
   Google Scholar
• Mercier, H. (2011). Reasoning serves argumentation in children. Cognitive Development, 26(3), 177–191. doi:10.1016/j.cogdev.2010.12.001
   Web of Science ®Google Scholar
• Mercier, H., Bernard, S., & Clement, F. (2014). Early sensitivity to arguments: How preschoolers weight circular arguments. Journal of Experimental Child Psychology, 125, 102–109. doi:10.1016/j.jecp.2013.11.011
   Google Scholar
• Mills, C. M. (2013). Knowing when to doubt: Developing a critical stance when learning from others. Developmental Psychology, 49(3), 404–418. doi:10.1037/a0029500
   PubMed Web of Science ®Google Scholar
• Mitroff, S. R., Sobel, D. M., & Gopnik, A. (2006). Reversing how think about ambigious figure reversals: Spontanenous alternating by uniformed observers. Perception, 35, 709–718. doi:10.1068/p5520
   PubMed Web of Science ®Google Scholar
• Pasquini, E. S., Corriveau, K. H., Koenig, M., & Harris, P. L. (2007). Preschoolers monitor the relative accuracy of informants. Developmental Psychology, 43(5), 1216–1226. doi:10.1037/0012-1649.43.5.1216
   PubMed Web of Science ®Google Scholar
• Perner, J., Leekam, S. R., & Wimmer, H. (1987). Three-year-olds’ difficulty with false belief: The case for a conceptual deficit. British Journal of Developmental Psychology, 5(2), 125–137. doi:10.1111/j.2044-835X.1987.tb01048.x
   Web of Science ®Google Scholar
• Perner, J., & Wimmer, H. (1985). “John thinks that Mary thinks that … ” Attribution of second-order beliefs by 5- to 10- year-old children. Journal of Experimental Child Psychology, 39, 437–471. doi:10.1016/0022-0965(85)90051-7
   Web of Science ®Google Scholar
• Piekny, J., & Maehler, C. (2013). Scientific reasoning in early and middle childhood: The development of domain-general evidence, evaluation, experimentation and hypothesis generation skills. Bristih Journal of Developmental Psychology, 31(2), 153–179. doi:10.1111/j.2044-835X.2012.02082.x
   PubMed Web of Science ®Google Scholar
• Pillow, B. H. (1989). Early understanding of perception as a source of knowledge. Journal of Experimental Child Psychology, 47(1), 116–129. doi:10.1016/0022-0965(89)90066-0
   PubMed Web of Science ®Google Scholar
• Pillow, B. H. (1993). Preschool children’s understandung of the relationship between modality of perceptual access and knowledge of perceptual properties. British Journal of Developmental Psychology, 11, 371–389. doi:10.1111/j.2044-835X.1993.tb00610.x
   Web of Science ®Google Scholar
• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219–225. doi:10.1207/s15430421tip4104_3
   Web of Science ®Google Scholar
• Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain and Education, 2(3), 114–121. doi:10.1111/j.1751-228X.2008.00041.x
   Web of Science ®Google Scholar
• Seraphin, K. D., Philippoff, J., Kaupp, L., & Vallin, L. M. (2012). Metacognition as means to increase the effectiveness of inquiry-based science education. Science Education International, 23(4), 366–382.
   Google Scholar
• Shatz, M., Wellman, H. M., & Silber, S. (1983). The acquisition of mental verbs: A systematic investigation of the first reference to mental state. Cognition, 14(3), 301–321. doi:10.1016/0010-0277(83)90008-2
   PubMed Web of Science ®Google Scholar
• Sobel, D. M., & Kushnir, T. (2013). Knowledge matters: How children evaluate the reliability of testimony as a process of rational inference. Psychological Review, 120(4), 779–797. doi:10.1037/a0034191
   PubMed Web of Science ®Google Scholar
• Tanner, K. D. (2012). Promoting student metacognition. CBE- Life Sciences Education, 11(2), 113–120. doi:10.1187/cbe.12-03-0033
   PubMed Web of Science ®Google Scholar
• Walker, C. M., Wartenberg, T. E., & Winner, E. (2012). Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity. Developmental Psychology, 49(7), 1338–1347. doi:10.1037/a0029870
   PubMed Web of Science ®Google Scholar
• Wellman, H. M., & Bartsch, K. (1988). Young children’s reasoning about beliefs. Cognition, 30, 239–277. doi:10.1016/0010-0277(88)90021-2
   PubMed Web of Science ®Google Scholar
• Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. doi:10.1111/j.1467-8624.2004.00691.x
   PubMed Web of Science ®Google Scholar
• White, B., & Frederiksen, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3–118. doi:10.1207/s1532690xci1601_2
   Web of Science ®Google Scholar