Recognising patterns of authentic inquiry-based approach to foster children’s scientific reasoning process
Bibliographic Data
| ID | 22166327 |
|---|---|
| Authors | Caterina Bembich (0000-0002-2114-1844, University of Trieste, corresponding author), Valentina Bologna (0000-0003-4390-4950, University of Trieste) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-09-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1574267 |
| OpenAlex | W4414431753 |
| Language | EN |
| References cited | 37 |
The objectives of the ONU Agenda 2030 and the actions outlined in 2020 in the European agenda for skills underline the importance of bringing students closer to STEM (Science, Technology, Engineering and Mathematics) subjects and consequently promote scientific education to accompany schools in the ecological and cultural transition. The global and European recognition of the importance of developing learning paths that immediately introduce children to scientific disciplines raises the need to think about learning environments and teaching paths that effectively promote the development of scientific thinking. The approach to STEM disciplines should be interdisciplinary and develop disciplinary and transversal skills, such as creativity, critical thinking, reasoning, and social, economic and environmental skills. The Investigative Science Learning Environment (ISLE) is an example of an authentic inquiry approach, which promotes and fosters students’ scientific abilities with active learning settings and activities. In this study, we focus on an example of how to develop children’s scientific thinking using the ISLE approach. From a cognitive and non-cognitive point of view, we recognise the main features of the activated process in the learning sequences and identify patterns in their physical “babbling” reasoning, which is sustained by the teacher’s scaffolding
Authentic learning · Cognition · Discipline · Scientific modelling · Scientific reasoning · Education and Critical Thinking Development · Neuroscience, Education and Cognitive Function · Science Education and Pedagogy
Apprenticeship in Thinking
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom
Epistemologically authentic inquiry in schools
Explanation‐driven inquiry
The Mirror-Neuron System
Self-Efficacy
Understanding the complexity of young children's learning and development in science
Participant Observation
Shared thinking
Designing and Conducting Mixed Methods Research
Phases of inquiry-based learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |