ABSTRACT We investigated how young children evaluate disagreements between two people and whether formal education affects this capacity. We compared 120 first graders tested during the 2014–2015 academic year, who received a direct instruction-based curriculum, with 112 first graders tested in the same school system during the 2016–2017 academic year, who received an inquiry-based curriculum. All children were given a belief reasoning task that tested their ability to evaluate disagreements about matters of fact, matters of interpretation, and matters of preference. Children’s evaluations of disagreements about interpretations or preferences did not differ depending on curriculum. Children who received an inquiry-based curriculum were more likely to resolve disagreements concerning facts correctly than children who received a direct instruction-based curriculum. When asked to justify their responses to disagreements about facts, children who received the inquiry-based curriculum relied more on an examination of the state of the world. We suggest that an inquiry-based curriculum fosters a greater appreciation for how first-hand experiences can create knowledge.

中文翻译：

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通过探究式课程培养孩子对分歧的推理能力

摘要 我们调查了幼儿如何评估两个人之间的分歧以及正规教育是否会影响这种能力。我们比较了 2014-2015 学年接受直接教学课程的 120 名一年级学生与 2016-2017 学年在同一学校系统接受测试的 112 名接受探究式课程的一年级学生。所有儿童都接受了一项信念推理任务，以测试他们评估关于事实问题、解释问题和偏好问题的分歧的能力。儿童对关于解释或偏好的分歧的评估不会因课程而异。接受探究式课程的儿童比接受直接教学式课程的儿童更有可能正确解决有关事实的分歧。当被要求证明他们对事实分歧的反应时，接受探究式课程的孩子更多地依赖于对世界状况的检查。我们建议以探究为基础的课程可以促进对第一手经验如何创造知识的更多理解。