Susanne Koerber
Dados Biográficos
| ID | 5760463 |
|---|---|
| NOME | Susanne Koerber |
| PRENOMES | Susanne |
| SOBRENOME | Koerber |
| ASSINATURA | KOERBER S |
| AFILIAÇÕES | University of Education Freiburg |
| ORCID | 0000-0002-2285-1848 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Factors that explain simulation-based inquiry performance in physics learning
Evidence on which cognitive and dispositional factors jointly predict inquiry performance, overall and by facet, remains limited. Identifying these predictors is key for designing guidance suited to different learners and tasks. Drawing on the Scientific Discovery as Dual Search (SDDS) framework, we examined four cognitive factors - content knowledge, control-of-variables strategy (CVS), functional thinking, and general cognitive ability - togeth…
Theory of Mind, Self-Perceptions, and Peer Popularity in Middle Childhood and Early Adolescence
Background/Objectives: Peer popularity is often associated with children's and adolescents' Theory of Mind (ToM), as well as with self-perceptions. This paper describes two cross-sectional studies that investigate the individual differences and associations among peer popularity, ToM, and self-perceptions (i.e., several dimensions of self-esteem, including global, academic, or physical self-esteem). Methods: Study 1 involved 229 German children a…
Measuring scientific reasoning in kindergarten and elementary school
Scientific reasoning is a twenty-first century skill that is important for economic growth and social prosperity. A growing body of research documents that basic scientific reasoning skills develop much earlier than initially assumed, with many young elementary school and even kindergarten-aged children showing emergent scientific reasoning skills. Many studies on early scientific reasoning have been conducted in Western countries, and there is a…
The complex associations between scientific reasoning and advanced theory of mind
This 6-wave longitudinal study (2014–2018) of 161 German 5- to 10-year-olds from a midsized city and rural area in southern Germany (89 females, 72 males; predominantly White; mostly middle class) found that scientific-reasoning abilities first develop at 6 years. Abilities were highly stable, with the kindergarten score predicting 25% of end-of-elementary-school variance. Individual but not developmental differences were related to language abil…
The Development of Advanced Theory of Mind in Middle Childhood
This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by inf…
The Science-P Reasoning Inventory (SPR-I)
Scientific reasoning is a crucial ability in modern knowledge societies. An increasing body of developmental and educational research shows that already primary-school children possess emerging scientific-reasoning skills. The Science-P Reasoning Inventory (SPR-I) is a novel classroom-based paper-and-pencil instrument that was developed to measure children’s conceptual advances across diverse components of scientific reasoning (experimentation, d…
Scientific thinking in elementary school
Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and lan…
Scientific thinking in elementary school
Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and lan…
Scientific thinking in elementary school
Do social cognition and epistemological understanding promote elementary school children's experimentation skills? To investigate this question, 402 children (ages 8, 9, and 10) in 2nd, 3rd, and 4th grades were assessed for their experimentation skills, social cognition (advanced theory of mind [AToM]), epistemological understanding (understanding the nature of science), and general information-processing skills (inhibition, intelligence, and lan…
The Science-P Reasoning Inventory (SPR-I)
Scientific reasoning is a crucial ability in modern knowledge societies. An increasing body of developmental and educational research shows that already primary-school children possess emerging scientific-reasoning skills. The Science-P Reasoning Inventory (SPR-I) is a novel classroom-based paper-and-pencil instrument that was developed to measure children’s conceptual advances across diverse components of scientific reasoning (experimentation, d…
The Development of Advanced Theory of Mind in Middle Childhood
This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7 years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by inf…
Measuring scientific reasoning in kindergarten and elementary school
Scientific reasoning is a twenty-first century skill that is important for economic growth and social prosperity. A growing body of research documents that basic scientific reasoning skills develop much earlier than initially assumed, with many young elementary school and even kindergarten-aged children showing emergent scientific reasoning skills. Many studies on early scientific reasoning have been conducted in Western countries, and there is a…
The complex associations between scientific reasoning and advanced theory of mind
This 6-wave longitudinal study (2014–2018) of 161 German 5- to 10-year-olds from a midsized city and rural area in southern Germany (89 females, 72 males; predominantly White; mostly middle class) found that scientific-reasoning abilities first develop at 6 years. Abilities were highly stable, with the kindergarten score predicting 25% of end-of-elementary-school variance. Individual but not developmental differences were related to language abil…
Theory of Mind, Self-Perceptions, and Peer Popularity in Middle Childhood and Early Adolescence
Background/Objectives: Peer popularity is often associated with children's and adolescents' Theory of Mind (ToM), as well as with self-perceptions. This paper describes two cross-sectional studies that investigate the individual differences and associations among peer popularity, ToM, and self-perceptions (i.e., several dimensions of self-esteem, including global, academic, or physical self-esteem). Methods: Study 1 involved 229 German children a…
Factors that explain simulation-based inquiry performance in physics learning
Evidence on which cognitive and dispositional factors jointly predict inquiry performance, overall and by facet, remains limited. Identifying these predictors is key for designing guidance suited to different learners and tasks. Drawing on the Scientific Discovery as Dual Search (SDDS) framework, we examined four cognitive factors - content knowledge, control-of-variables strategy (CVS), functional thinking, and general cognitive ability - togeth…
Psychology (6 obras) · Child and Animal Learning Development (5 obras) · Cognition (4 obras) · Educational Strategies and Epistemologies (4 obras) · Mathematics education (4 obras) · Science Education and Pedagogy (4 obras) · Cognitive development (3 obras) · Developmental psychology (3 obras) · German (3 obras) · Scientific reasoning (3 obras)