Editorial: The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts

Christopher Osterhaus; Amanda C. Brandone; Stella Vosniadou; Ageliki Nicolopoulou

doi:10.3389/fpsyg.2021.629384

Editorial: The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts

Christopher Osterhaus, Amanda C. Brandone, Stella Vosniadou, Ageliki Nicolopoulou

College of Education, Psychology and Social Work

Research output: Contribution to journal › Editorial

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Abstract

Editorial on the Research Topic
The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts

Scientific ways of knowing and the ability to think and act to enhance our understanding of the natural and social world are among the greatest human intellectual achievements. In modern knowledge-rich societies, scientific thinking is of crucial importance since it allows participation in increasingly complex public discourse and informed decision-making about socio-scientific issues (Sadler, 2004), such as climate change or health crises. Accordingly, many regard scientific thinking to be a critical 21st century skill which should be fostered from early in development (Trilling and Fadel, 2009).

Original language	English
Article number	629384
Number of pages	5
Journal	Frontiers in Psychology
Volume	12
DOIs	https://doi.org/10.3389/fpsyg.2021.629384
Publication status	Published - Feb 2021

Keywords

conceptual change
domain-general
domain-specific
inquiry-based learning
parent-child interaction
science concepts
science education
scientific reasoning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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Cite this

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Editorial: The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts

Abstract

Keywords

UN SDGs

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