Trajectories of scientific reasoning: A microgenetic study on children’s inquiry functioning

Abstract

From the literature, we know that young children engage in inquiry as an organized activity aimed either at confirming or refuting the relevance of certain ideas. The current study provides a characterization of changes in inquiry using a multiple case study of four 5-year old children. Three computer-based tasks were presented to the children as multivariable problem solving situations concerning moving objects. A description of the temporal unfolding of real-time action on a short-term time scale and long-term time scale of learning and development is provided. The results indicated that the development of inquiry did not follow linear growth but included advances and relapses, exploratory states and transitions. The data were compatible with the view that the child's thinking and acting form a complex dynamic system.