Erika Schlatter MSc.
Adaptivity in Early Science Instruction
Elementary education targets a heterogeneous group of learners. Good teachers try to adapt their lessons to the learning needs of their students. This PhD project revolves around such adaptive instruction in the context of science education. The first study investigates the role of cognitive learner characteristics in children’s natural development of scientific reasoning abilities. The second study examines the development of scientific reasoning in an instructional context. The final study examines the relative effectiveness of a macro-adaptive approach to science instruction (based on child characteristics measured prior to learning) and a micro-level approach (adjustments based on child performance during learning) on children’s development of scientific reasoning.