Cited by 777Science Education and PedagogyEducational Strategies and EpistemologiesChild and Animal Learning Development

The DOI matches its Crossref record; 57 of the 57 references it cites were found in a registry or an index.

Children and adults as intuitive scientists.

Kuhn, Deanna·1989·Psychological Review

DOI 10.1037/0033-295x.96.4.674

Open this paper in CoChat — free account

Abstract

The metaphor of children and lay adults as intuitive scientists has gained wide acceptance. Although useful in one sense, pertaining to scientific understanding, in another, pertaining to the process of scientific thinking, the metaphor may be fundamentally misleading. Research is reviewed indicating that processes of scientific thinking differ significantly in children, lay adults, and scientists. Hence, it is the instruments of scientific thinking, not just the products, that undergo "strong restructuring" (Carey, 1986). A framework for conceptualizing development of scientific thinking processes is proposed, centering on progressive differentiation and coordination of theory and evidence. This development is metacognitive, as well as strategic. It requires thinking about theories, rather than merely with them, and thinking about evidence, rather than merely being influenced by it, and, hence, reflects the attainment of control over the interaction of theories and evidence in one's own thinking.

Integrity signals

Registry

Crossref · 10.1037/0033-295x.96.4.674

Cites

57 of 57 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

The Structure of Scientific Revolutions
Kuhn, T. S., & Schlegel, R. (1963) · Physics Today · doi:10.1063/1.3050879 · Cited by 35,538
Thought and language
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
The growth of logical thinking: From childhood to adolescence.
Inhelder, B., & Piaget, J. (1958) · Basic Books · doi:10.1037/10034-000 · Cited by 4,607
Human Inference: Strategies and Shortcomings of Social Judgment.
Cherniak, C., Nisbett, R. E., & Ross, L. D. (1983) · The Philosophical Review · doi:10.2307/2184495 · Cited by 4,196
Conceptual Change in Childhood
Carey, S. E. (1985) · Medical Entomology and Zoology · Cited by 3,851
Review of Child Development Research
Walters, J., Hoffman, M. L., & Hoffman, L. W. (1965) · Journal of Marriage and the Family · doi:10.2307/349834 · Cited by 3,658
The Psychology Of Intelligence
Piaget, J. (2005) · Routledge eBooks · doi:10.4324/9780203981528 · Cited by 3,032
Book Review Nisbett, R. , & Ross, L.Human inference: Strategies and shortcomings of social judgment.Englewood Cliffs, N.J.: Prentice-Hall, 1980.
Miller, G. A., & Cantor, N. E. (1982) · Social Cognition · doi:10.1521/soco.1982.1.1.83 · Cited by 2,862
Beyond IQ: A Triarchic Theory of Human Intelligence
Clarke, A. M., & Sternberg, R. J. (1986) · British Journal of Educational Studies · doi:10.2307/3121332 · Cited by 2,856
The role of theories in conceptual coherence.
Murphy, G. L., & Medin, D. L. (1985) · Psychological Review · doi:10.1037/0033-295x.92.3.289 · Cited by 2,805

Show all 57 references

Sorted by citations

Items 501–600 of 777

Strategic decision-making: how some management teams make better strategic decisions
Cohen, H. B., & May, K. (2025) · Strategy and Leadership · doi:10.1108/sl-11-2024-0126 · Cited by 6
Higher Order Thinking and Knowledge
Alexander, P. A., Dinsmore, D. L., Fox, E., Grossnickle, E. M., Loughlin, S. M., Maggioni, L., Parkinson, M. M., & Winters, F. I. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-507-320251005 · Cited by 6
Modelling Undergraduate Research and Inquiry – Why Enculturation matters
Langemeyer, I. (2019) · Outlines Critical Practice Studies · doi:10.7146/ocps.v20i1.102085 · Cited by 4
Population Growth Modelling Simulations: Do They Affect the Scientific Reasoning Abilities of Students?
Malone, K. L., & Schuchardt, A. M. (2020) · Communications in computer and information science · doi:10.1007/978-3-030-58459-7_14 · Cited by 4
Precise Gravity Terrain Correction of Gravity Exploration for Small Anomalous Bodies
Lee, H.-S., & Rim, H. (2010) · Journal of the Korean earth science society · doi:10.5467/jkess.2010.31.1.001 · Cited by 4
Anomalous graph data and claim revision during argumentation
Berland, L. K., & Lee, V. R. (2010) · International Conference of Learning Sciences · Cited by 4
COGNITIVE BASIS AND SEMANTIC STRUCTURE OF PHENOMENOLOGICAL REASONING ON SCIENCE AMONG LOWER SECONDARY SCHOOL STUDENTS: A CASE OF INDONESIA
Pelamonia, J., & Corebima, A. D. (2015) · Journal of Baltic Science Education · doi:10.33225/jbse/15.14.474 · Cited by 4
‘Creative Little Scientists’ Project: Mapping and Comparative Assessment of Early Years Science Education Policy and Practice
Stylianidou, F., Glauert, E., Rossis, D., & Havu‐Nuutinen, S. (2015) · Contributions from science education research · doi:10.1007/978-3-319-20074-3_14 · Cited by 4
Understanding the Technical and Social Complexity of the Internet: A Cognitive Developmental Resource Perspective
Bordoff, S., & Yan, Z. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-809481-5.00012-2 · Cited by 4
Relaciones entre formación disciplinar, concepciones sobre el aprendizaje y uso de estrategias metacognitivas en estudiantes universitarios de profesorado
García, M.-B., Vilanova, S. L., Señoriño, O. A., Medel, G. A., & Natal, M. (2017) · Revista Iberoamericana de Educación Superior · doi:10.22201/iisue.20072872e.2017.23.3010 · Cited by 4
Wissenschaftliches Denken von Schülerinnen und Schülern bei der Beurteilung gegebener Beweisbeispiele aus der Geometrie
Kuntze, S. (2004) · Journal für Mathematik-Didaktik · doi:10.1007/bf03339325 · Cited by 4
Children’s Scientific Reasoning Skills in Light of General Cognitive Development
Edelsbrunner, P. A., Schumacher, R., & Stern, E. (2022) · Cambridge University Press eBooks · doi:10.1017/9781108399838.033 · Cited by 4
THE EFFECT OF PARENTS' CONVERSATIONAL STYLE AND DISCIPLINARY KNOWLEDGE ON CHILDREN'S OBSERVATION OF BIOLOGICAL PHENOMENA
Eberbach, C. (2009) · D-Scholarship@Pitt (University of Pittsburgh) · Cited by 4
Rational analysis and the Lens model
Hastie, R., & Hammond, K. R. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070953 · Cited by 4
What do pre-adolescents and adolescents understand about HIV/AIDS?
Rosenthal, D., Waters, L. E., & Glaun, D. E. (1995) · Psychology and Health · doi:10.1080/08870449508401968 · Cited by 4
CRITICAL THINKING AS AN IMPACT FACTOR ON STATISTICAL LITERACY – THEORETICAL FRAMEWORKS AND RESULTS FROM AN INTERVIEW STUDY
Aizikovitsh-Udi, E., & Kuntze, S. (2015) · Cited by 4
The emergence of cognitive short-term planning : performance of preschoolers in a problem-solving task.
Guerrero, M. G., & Puche-Navarro, R. (2015) · Acta Colombiana de Psicología · doi:10.14718/acp.2015.18.2.2 · Cited by 4
A New Metaphor for Teaching: Science Teacher as Anthropologist.
Hodson, D. (2002) · Cited by 4
Children's recognition of the usefulness of a record: Distinguishing deterministic and probabilistic events
Rapp, A. F., & Wilkening, F. (2005) · European Journal of Developmental Psychology · doi:10.1080/17405620500157920 · Cited by 4
Some thinking is irrational
Baron, J. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070825 · Cited by 4
Charting Pathways of Conceptual Change in the Use of Computer Software
Kay, R. H. (1994) · Journal of Research on Computing in Education · doi:10.1080/08886504.1994.10782100 · Cited by 4
The subtle (and not so subtle) mind
Hogan, M. (2012) · The Journal of Positive Psychology · doi:10.1080/17439760.2012.733724 · Cited by 4
THE EFFECTS OF TEACHING A GENRE-SPECIFIC READING COMPREHENSION STRATEGY ON STRUGGLING FIFTH GRADE STUDENTS' ABILITY TO SUMMARIZE AND ANALYZE ARGUMENTATIVE TEXTS
Haria, P. (2010) · ProQuest Demo Repository · Cited by 4
Extraordinary Achievements: A Developmental and Systems Analysis
Moran, S., & Gardner, H. (2007) · Wiley eBooks · doi:10.1002/9780470147658.chpsy0221 · Cited by 4
Anthropic thinking about global climate change
Betz, N. (2019) · Digital Repository Service (Northeastern University) · doi:10.17760/d20318389 · Cited by 4
High School Students' Argumentative and Conceptual Aspects in Evolutionary Explanation Constructed Based on Evidences of Textbook
정주혜, & BAIK, K. H. (2009) · BIOLOGY EDUCATION · doi:10.15717/bioedu.2009.37.4.526 · Cited by 3
Exploring enigmas: Information seeking after exposure to virtual reality awe elicitors
Urban, A. C., & Bossaller, J. (2024) · Journal of the Association for Information Science and Technology · doi:10.1002/asi.24882 · Cited by 3
Development and evaluation of introductory physics lab curriculum to promote scientific reasoning abilities
Koenig, K. M., Wood, K. E., & Bao, L. (2021) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1929/1/012060 · Cited by 3
The concept of structural information and possible applications
Bielecki, A., & Stocki, R. (2023) · Philosophical Problems in Science (Zagadnienia Filozoficzne w Nauce) · doi:10.59203/zfn.75.654 · Cited by 3
In the Realm of Uncertainty: Quantum Thinking Promotes Tolerance for Ambiguity
Wang, R., & Li, H. (2024) · Psychological Reports · doi:10.1177/00332941241282573 · Cited by 5
Friend or Foe? Common Sense in Science Education from the Perspective of History and Philosophy of Science
Yu, C. H. (2014) · Journal of Education Society and Behavioural Science · doi:10.9734/bjesbs/2014/6995 · Cited by 3
Which student problems in experimentation are related to one another?
Baur, A. (2023) · International Journal of Science Education · doi:10.1080/09500693.2023.2175334 · Cited by 3
The effects of explicit reasoning on moral judgements
Corral, D., & Rutchick, A. M. (2023) · Quarterly Journal of Experimental Psychology · doi:10.1177/17470218231179685 · Cited by 3
Children, Adults, and Machines as Discovery Systems
Klahr, D. (1994) · Machine Learning · doi:10.1007/bf00993981 · Cited by 3
Cognitive style and scientific process skills in 10-year-old children
Watters, J. J. (1993) · QUT ePrints (Queensland University of Technology) · Cited by 3
Mainland Chinese Students’ Responses to the Cognitive Conflicts in Their Adaptation to a Hong Kong University: A Developmental Perspective
Zeng, M. (2015) · Springer eBooks · doi:10.1007/978-981-287-576-1_26 · Cited by 3
3D Visualization in Elementary Education Astronomy: Teaching Urban Second Graders about the Sun, Earth, and Moon
Isik‐Ercan, Z., Kim, B., & Nowak, J. A. (2010) · Communications in computer and information science · doi:10.1007/978-3-642-16318-0_64 · Cited by 3
Training a Bayesian: Three-and-a-half-year-olds' Reasoning about Ambiguous Evidence
Bonawitz, E. B., Fischer, A. S., & Schulz, L. (2008) · eScholarship (California Digital Library) · Cited by 3
A Theoretical Discussion on the State of Scientific Research and Publishing: Critical Reflections and New Directions
Singh, S. K. (2019) · Human Arenas · doi:10.1007/s42087-019-00077-7 · Cited by 4
8 Reflecting on Representation and Process: Children's Understanding of Cognition
Barrett, S. E., Abdi, H., & Sniffen, J. M. (1992) · Advances in psychology · doi:10.1016/s0166-4115(08)61011-0 · Cited by 3
Explicit versus tacit knowledge in early science education: the case of primary school children's understanding of object speed and acceleration
Hast, M. (2011) · St Mary's University Repository (ULCC) · doi:10.17863/cam.16488 · Cited by 3
Transitions between Modes of Inquiry in a Rule Discovery Task
Halberstadt, N., & Kareev, Y. (1995) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/14640749508401391 · Cited by 3
Response to Reich's 'Do We Need a Theory for the Religious Development of Women?'
DeNicola, K. (1997) · International Journal for the Psychology of Religion · doi:10.1207/s15327582ijpr0702_3 · Cited by 3
Developmentally-based insights for science teaching
Rowell, J. A. (1993) · Science & Education · doi:10.1007/bf00592202 · Cited by 3
Mathematical Learning
Lehrer, R., & Lesh, R. (2012) · Wiley eBooks · doi:10.1002/9781118133880.hop207013 · Cited by 3
Observations of Urban Middle School Students Engaged in Technology-Supported Inquiry.
Taines, C., Schneider, R. M., & Blumenfeld, P. C. (2000) · Cited by 3
Choosing to Learn: Evidence evaluation for active learning and teaching in early childhoodPreprint
Bonawitz, E. B., Bass, I., & Lapidow, E. S. (2018) · doi:10.31219/osf.io/qn7xv · Cited by 3
Facilitating Knowledge Integration and Flexibility: The Effects of Reflection and Exposure to Alternative Models.
Roussel, L. G. (1998) · doi:10.31390/gradschool_disstheses.6863 · Cited by 3
Exploring Scientific Argumentation from Teacher-Student Interaction with Epistemological and Psychological Perspectives
Park, Y. (2010) · Journal of the Korean earth science society · doi:10.5467/jkess.2010.31.1.106 · Cited by 2
Investigating the Experience of Water: A Case Study of Teaching and Learning in Elementary School Science
Levy, A. R. (2018) · ProQuest LLC eBooks · doi:10.7916/d8tm8tn5 · Cited by 2
Thinking as an Epistemological Enterprise
Kuhn, D. (1993) · Applied Psychology · doi:10.1111/j.1464-0597.1993.tb00736.x · Cited by 2
Self-citation
Sixty Seconds Above Sixty Degrees: Connecting Arctic and Non-Arctic Classrooms in the Age of Climate Change
Short, M. E., & Engel, L. C. (2019) · Climate change management · doi:10.1007/978-3-030-32898-6_24 · Cited by 2
Argumentation and Modeling
Clark, D. B., & Sengupta, P. (2015) · IGI Global eBooks · doi:10.4018/978-1-4666-7363-2.ch003 · Cited by 2
Knowledge evaluation and disciplinary access: mutually supportive for learning
Ash, A. M., & Hand, B. M. (2022) · Learning Research and Practice · doi:10.1080/23735082.2022.2092645 · Cited by 2
Using observation and measurement data in the constructing scientific explanations among elementary pre-service teachers
Baek, M. J., & Yang, I. H. (2023) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/13425 · Cited by 2
Banking and debunking: applying Freirean Theory to the educational challenges of conspiracy culture
Cottrell‐Boyce, A. (2024) · Journal of Philosophy of Education · doi:10.1093/jopedu/qhae020 · Cited by 2
Theory of Learning, Theory of Teaching, and Theory of Mind
Knutsen, J., Frye, D. A., & Sobel, D. M. (2013) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-62396-513-620251018 · Cited by 2
INSTRUCTIONAL COMMUNICATION MATTERS: A TEST OF KNOWLEDGE ACQUSITION THEORY (KAT) FROM A MESSAGE-ORIENTED RECEIVER PERSPECTIVE
Trader, R. J. (2007) · UKnowledge (University of Kentucky) · Cited by 2
Belief in a Just World and Judgment in Moral Dilemmas
Chaturapanich, T., & Chaiwutikornwanich, A. (2015) · Asian Social Science · doi:10.5539/ass.v11n23p178 · Cited by 3
Trajectories of collaborative scientific conceptual change
Liu, L. (2007) · Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference · doi:10.3115/1599600.1599766 · Cited by 2
Differences in Implicit Conceptualization and Attribution of the Preschooler Aggressiveness in Relation to Gender, Education and Subjectiveness of the Parent
Car, K. B., Pesic, M. H., & Panescu, O. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.03.233 · Cited by 2
Controlling the message: Preschoolers' use of evidence to teach and deceive others
Rhodes, M., Bonawitz, E. B., Shafto, P., & Chen, A. (2014) · Cited by 2
The Use of Evidence in Young Adolescents' Argumentation
Moore, W. (2013) · doi:10.7916/d8bp0916 · Cited by 2
Enseñanza/Aprendizaje de la ciencia versus historia de la ciencia
Moreno-Cabo, M., & Portolés, J. J. S. (2018) · Educación Química · doi:10.22201/fq.18708404e.1998.2.66571 · Cited by 2
Children's rational exploration
Bonawitz, E. B., & Schulz, L. (2007) · Cited by 2
Designing an augmented reality game-based curriculum
Jan, M., Matthews, J., Holden, C., & Martin, J. (2008) · International Conference of Learning Sciences · doi:10.22318/icls2008.3.45 · Cited by 2
Introduction to Cognition in Science and Technology
Gorman, M. E. (2009) · Topics in Cognitive Science · doi:10.1111/j.1756-8765.2009.01034.x · Cited by 2
The Role of Frontostriatal Systems in Instructed Reinforcement Learning: Evidence From Genetic and Experimentally-Induced Variation
Tardiff, N., Graves, K. N., & Thompson‐Schill, S. L. (2018) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2018.00472 · Cited by 2
An Overview of the Potential Impact of Cognitive Psychology on School Psychology
Peverly, S. T. (1994) · School Psychology Review · doi:10.1080/02796015.1994.12085714 · Cited by 2
Ciencia cognitiva, habilidades del pensar y pedagogía de la ciencia
García-Milà, M., & Martín, M. M. (1991) · Revista Española de Pedagogía · doi:10.22550/2174-0909.1955 · Cited by 2
Naive Theories, Development of
Gelman, S. A. (2005) · Wiley eBooks · doi:10.1002/0470018860.s00520 · Cited by 2
FROM INTERACTION TO INTERACTION: EXPLORING SHARED RESOURCES CONSTRUCTED THROUGH AND MEDIATING CLASSROOM SCIENCE LEARNING
Tang, X. (2010) · University Libraries (University of Maryland) · Cited by 2
Nonprobative Photos Inflate the Truthiness and Falsiness of Claims
Newman, E. J. (2013) · doi:10.26686/wgtn.17003764.v1 · Cited by 2
TOWARD AN EVOLUTIONARY EPISTEMOLOGY OF SCIENTIFIC REASONING
White, S. H. (1995) · Monographs of the Society for Research in Child Development · doi:10.1111/j.1540-5834.1995.tb00232.x · Cited by 2
The relationship between formal and informal reasoning
Ohm, E. (2005) · University Library - University of Saskatchewan (University of Saskatchewan) · Cited by 2
Rational analysis and illogical inference
Fantino, E. J., & Stolarz‐Fantino, S. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070904 · Cited by 2
Metacognitive Experiences in the Domain of Physics: Developmental and Educational Aspects
Gonida, E. Ν., Kiosseoglou, G., & Psillos, D. K. (2003) · Springer eBooks · doi:10.1007/978-94-017-0165-5_12 · Cited by 2
A Measure for Scientific ThinkingPreprint
Magno, C. (2010) · SSRN Electronic Journal · Cited by 2
Student conceptions about the field of computer science
Hewner, M. (2012) · SMARTech Repository (Georgia Institute of Technology) · Cited by 2
Now They See the Point: Improving Science Reasoning Through Making Predictions
Schunn, C. D., & O'Malley, C. (2000) · eScholarship (California Digital Library) · Cited by 2
Using Adapted Primary Literature to Test the Understanding of Concepts of Evidence in Chemistry held by First Year University Undergraduate Students
Vergis, E. (2017) · ERA: Education and Research Archive (University of Alberta) · doi:10.7939/r3sq8qx5g · Cited by 2
The potential of earth science for the development of primary school science
Balmer, D. (2019) · UCL Discovery (University College London) · Cited by 2
A Field Guide for Teaching Evolution in the Social SciencesPreprint
Legare, C. H., Opfer, J. E., Busch, J. T. A., & Shtulman, A. (2018) · doi:10.31234/osf.io/yrw8z · Cited by 3
Adaptivity and rational analysis
Dickinson, B. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070886 · Cited by 1
The causal mind: An affordance-based account of causal engagement
Kolvoort, I. R., Schulz, K., & Rietveld, E. (2023) · Adaptive Behavior · doi:10.1177/10597123231179486 · Cited by 1
Attitudes in mathematical discovery processes:
Danzer, C. (2024) · LUMAT International Journal on Math Science and Technology Education · doi:10.31129/lumat.12.1.2131 · Cited by 1
Mind over matter: consistency monitoring and domain-specific learning
Bascandziev, I., Abutto, A. B., Walker, C. M., & Bonawitz, E. B. (2025) · Frontiers in Developmental Psychology · doi:10.3389/fdpys.2025.1496651 · Cited by 1
The Influences of Image Entropy and Text Direction on Consumer Attention: Insights From Eye‐Tracking Studies
Zhang, T., & Xi, Y. (2025) · Psychology and Marketing · doi:10.1002/mar.70037 · Cited by 1
Relations Between the Development of False Belief and Scientific Reasoning in Turkish Preschoolers
Saçkes, M., Işıtan, S., Özgül, S. G., Avcı, K., Trundle, K. C., & Sobel, D. M. (2026) · Infant and Child Development · doi:10.1002/icd.70093 · Cited by 1
Cross-fertilization of content and strategy knowledge: Bayesian insights into fostering scientific literacy in physics education
Thurn, C., Peteranderl, S., Edelsbrunner, P. A., Deiglmayr, A., Keller, J., Schumacher, R., & Stern, E. (2026) · Learning and Instruction · doi:10.1016/j.learninstruc.2026.102425 · Cited by 1
Adaptive cognition: The question is how
Evans, J. S. B. T. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070898 · Cited by 1
The nonoptimality of Anderson's memory fits
Becker, G. M. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070837 · Cited by 1
Human cognition is an adaptive process
Agarwal, G. C. (1991) · Behavioral and Brain Sciences · doi:10.1017/s0140525x00070813 · Cited by 1
PENSAMENTO CIENTÍFICO EMPREGADO EM TAREFAS DE FÍSICA BÁSICA
Faria, A. F., & Vaz, A. D. M. (2017) · Investigações em Ensino de Ciências · doi:10.22600/1518-8795.ienci2017v22n1p162 · Cited by 1
Changes in young children’s knowledge regarding shadow and light
김헤라, & Yi, S. (2009) · Korean Journal of Early Childhood Education · doi:10.18023/kjece.2009.29.3.014 · Cited by 1
Is it me or the world? 16-month-olds distinguish competing hypotheses about the cause of failed interventions
Gweon, H., & Schulz, L. (2010) · eScholarship (California Digital Library) · Cited by 1
Bridging the gap: enhancing science communication in synthetic biology with specific teaching modules, school laboratories, performance and theater
Schmitt, F., Golüke, M., & Budiša, N. (2024) · Frontiers in Synthetic Biology · doi:10.3389/fsybi.2024.1337860 · Cited by 3
DEVELOPMENT AND APPLICATION OF AN INSTRUMENT FOR ASSESSING UPPER-SECONDARY SCHOOL BIOLOGY TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE OF SCIENTIFIC THINKING
Lin, S., & Wang, J. (2024) · Journal of Baltic Science Education · doi:10.33225/jbse/24.23.495 · Cited by 1
Perceptions of Risk and Social Judgments: Biases and Motivational Factors
Bonnie, R. J., O’Connell, M. E., & UnderageDrinking, P. (2004) · Cited by 1
What counts as scientific practice?: a taxonomy of scientists' ways of thinking and doing
Takeuchi, L. M. (2010) · International Conference of Learning Sciences · Cited by 1

Authors: Kuhn, D.
Affiliations: Columbia University (US)
Corresponding author: Kuhn, Deanna
ORCID: Kuhn, Deanna
Venue: Psychological Review
Publisher: American Psychological Association (APA)
Published: 1989
Volume: 96
Issue: 4
Pages: 674-689
ISSN: 0033-295X (ISSN-L)
1939-1471
DOI: 10.1037/0033-295x.96.4.674
OpenAlex: W1972191699
Cited by: 774
References: 57
Citations by year: 2026: 7 · 2025: 7 · 2024: 11 · 2023: 14 · 2022: 20 · 2021: 14 · 2020: 41 · 2019: 22 · 2018: 37 · 2017: 13 · 2016: 14 · 2015: 30 · 2014: 25 · 2013: 17 · 2012: 35
FWCI: 139.56
Type: journal article
Language: en
Open access: closed
Locations: Psychological Review (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
Keywords: scientific thinking, children's scientific thinking, scientific reasoning, theory and evidence, metacognition, meta-reasoning, cognitive development, conceptual framework
MeSH terms: Child, Cognition, Female, Humans, Human Development, Male, Models, Psychological, Problem Solving, Science, Thinking

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Children and adults as intuitive scientists.

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks