Supervisor: Peter Edelsbrunner, ETH Zurich
Scientific thinking is a well-researched phenomenon during the first stages of schooling. At the university level, less is known, although it represents the cognitive basis for fruitful engagement in scientific inquiry processes such as formulating hypotheses, designing experiments, and drawing inferences from data and statistics. We will assess university students’ scientific thinking and its determinants across various European countries to answer the question: Which formal and informal learning experiences predict the level of students’ scientific thinking? We will use quantitative and qualitative methods to find out whether and how students’ university curricula, in interplay with their interest, motivation, and active engagement in learning science, achieve educating the skilled scientific thinkers of tomorrow.
Mr Peter Edelsbrunner is from Graz in Austria where he completed undergraduate studies in psychology. He is currently finishing his doctoral studies in Learning Sciences at ETH Zurich in Switzerland. His research interests include the modeling of knowledge development and the relation between statistical methods and theory development.