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Children and adults as intuitive scientists.

D Kuhn

    Psychological Review
    |October 1, 1989
    PubMed
    Summary

    Children and adults are not intuitive scientists. Scientific thinking develops through metacognitive control over theory and evidence interaction, not just understanding.

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    Area of Science:

    • Cognitive Development
    • Psychology of Science
    • Scientific Reasoning

    Background:

    • The "intuitive scientist" metaphor is popular but may oversimplify cognitive processes.
    • Existing research suggests significant differences in scientific thinking across age groups and expertise levels.

    Purpose of the Study:

    • To critically evaluate the "intuitive scientist" metaphor.
    • To propose a framework for understanding the development of scientific thinking processes.
    • To highlight the metacognitive and strategic nature of scientific reasoning.

    Main Methods:

    • Review of existing research on scientific thinking in children, lay adults, and scientists.
    • Conceptual analysis of the differences in scientific thinking processes.
    • Development of a new framework for conceptualizing scientific thinking development.

    Main Results:

    • Scientific thinking processes, not just outcomes, undergo significant restructuring during development.
    • Development involves progressive differentiation and coordination of theory and evidence.
    • Scientific thinking requires metacognitive awareness and strategic control over theory-evidence interactions.

    Conclusions:

    • The "intuitive scientist" metaphor is misleading regarding the *process* of scientific thinking.
    • Developing scientific thinking involves moving beyond simply using theories and evidence to actively reflecting on them.
    • A framework emphasizing metacognitive control over theory-evidence interaction offers a more accurate model of scientific reasoning development.

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