ECR Projects

Explore past and current fundamental STEM education research projects across the three research areas that NSF's EDU Core Research (ECR) program funds, as well as across ECR funding types. Other search filters draw from both NSF's data and the ECR Hub's hand coding of award abstracts.

Ninth-grade biology students create cell models using clay.

Home > ECR Projects Search > Project Detail
STEM Learning and Learning Environments STEM Learning and Learning Environments  

Young children's beliefs about causal systems: Learning about belief revision in the lab and in museums

Effective Years: 2017-2021

One of the most important processes in scientific thinking is belief revision: the ability to change an initial hypothesis in light of new evidence. In order to do this, children must be able to do two things. First, they must be able to reason about how the world works so that they can understand the causal systems they encounter, such as what causes earthquakes. Second, children must be able to think about their own knowledge and the process of learning so that they will know whether and how to change their beliefs about causal systems. This project seeks to (1) discover how the capacity for belief revision develops in the early elementary-school years, (2) explore how this capacity relates to children's awareness of their own learning, and (3) describe how both of these processes relate to children's interactions with museum exhibits. The research team involves developmental laboratories at the University of Pennsylvania and Brown University and informal STEM learning partners at the Academy of Natural Sciences of Philadelphia and the Providence Children's Museum. The project is funded by the EHR Core Research (ECR) program which funds fundamental research that seeks to understand, build theory to explain, and suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.

The project involves two lines of research, which study children's responses to different kinds of science puzzles. The first series of experiments are lab-based and vary the information that children observe and the types of exploratory actions that they can take. Children are also interviewed to find out how they think about science and learning. This design is intended to determine how different sets of evidence and different exploratory actions affect children's learning. It also addresses how children's abilities for belief revision may differ between abstract and contextualized causal systems. This line of work additionally investigates when children gain the capacity to revise their beliefs explicitly in the face of counterevidence, linking their scientific thinking capacities to their developing metacognitive abilities. The second series of experiments observes and records children's explorations of and interactions in museum exhibits. Parents and children are interviewed and asked to comment on video clips of their museum explorations. This allows the researchers to examine how naturally occurring behavior in informal learning settings affects children's learning and views about learning. Findings can illuminate how children learn to integrate evidence with their beliefs, which can inform educational policies and practices around the teaching of science. These studies can also advance researchers and museum practitioners' understanding of how museum environments foster children's growth into healthy, independent thinkers and how to support caregivers' efforts to assist children's learning.