Academic vocabulary relates to hypothesis validation and experimentation but not to generating conclusions in sixth graders¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Academic vocabulary showed moderate correlations with hypothesis validation and experimentation skills but no relation with the ability to formulate conclusions. → Van de Sande 2019

Evidence¶

Van de Sande 2019¶

Van de Sande, E., Kleemans, T., Verhoeven, L., & Segers, E. (2019). The linguistic nature of children's scientific reasoning. Learning and Instruction, 62, 20-26. https://doi.org/10.1016/j.learninstruc.2019.02.002

q3 · i? · associational · r2

Correlational analysis (Table 3) in the same 269-child sample: academic vocabulary correlated r = .34 with hypothesis validation (p < .01) and r = .21 with experimentation (p < .05), and r = .04 with generating conclusions. Correlations are printed but no standardised effect size for the path model.

"Academic vocabulary did not relate to the ability to formulate conclusions, but exhibited moderate relations with hypothesis validation and experimentation skills."

Discussion¶

Learner Variables¶

• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Visuospatial inferencing relates to hypothesis validation and experimentation but not to generating conclusions when linguistic abilities are controlled — related
• Children's scientific reasoning at the end of primary school has a three-component structure: Hypothesis validation, Experimentation, and Generating conclusions — a broader claim this one bears on
• Linguistic inferencing uniquely predicts all three components of children's scientific reasoning over and above visuospatial inferencing — related