Abstract
To date, few studies have tried to pinpoint the mechanisms supporting children’s skills in science. This study investigated to what extent logical reasoning, spatial processing, and working memory, tapped at age 9–10 years, are predictive of physics skills at age 12–13 years. The study used a sample of 81 children (37 girls). Measures of arithmetic calculation and reading comprehension were also included in the study. The multiple regression model accounted for 24% of the variation in physics achievement. The model showed that spatial processing (4.6%) and verbal working memory (4.5%) accounted for a similar amount of unique variance, while logical reasoning accounted for 5.7% variance. The measures of arithmetic calculation and reading comprehension did not account for any unique variance. Nine percent of the accounted variance was shared variance. The results demonstrate that physics is a multivariate discipline that draws upon numerous cognitive resources. Logical reasoning ability is a key component in order for children to learn about abstract physics facts, concepts, theories, and applying complex scientific methods. Spatial processing is important as it may sub-serve the assembly of diverse sources of visual-spatial information into a spatial-schematic image. The working memory system provides a flexible and efficient mental workspace that can supervise, coordinate, and execute processes involved in physics problem-solving.
Highlights
In our modern technologically advanced society, it is essential to be scientifically literate, and it has become increasingly important for society that there are individuals willing and able to pursue careers within the science and technology field (Tytler, 2014; Vilia et al, 2017)
All five predictors were significantly correlated with physics skills
The reading and mathematics tasks did not account for any unique variance (p’s > 0.05)
Summary
In our modern technologically advanced society, it is essential to be scientifically literate, and it has become increasingly important for society that there are individuals willing and able to pursue careers within the science and technology field (Tytler, 2014; Vilia et al, 2017). Science (i.e., physics, chemistry, and biology) is a complex academic domain that requires the child to learn the meaning of scientific concepts and acquire scientific reasoning skills (Klahr et al, 2011). The former refers to learning about basic scientific facts, theories, and laws whereas the latter refers to learning about and applying scientific methods (i.e., hypothesis generation, experimentation, and evidence evaluation; Klahr et al, 2011; Kuhn, 2011). The present study focused on three theoretically relevant cognitive abilities that should be related to science: logical reasoning, spatial ability, and verbal working memory
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