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Some researchers suspect, difficulties of children with non-causal conclusions or uncertainty can also experience the inherent complexity of the problem. In terms of experience in science education, it is common changing students’ make a difference “, so struggling with testing variables that do not will not covary with the outcome (eg the weight of the pendulum swing time of the standard weight or balance) (Kanari and Miller, 2004). Also, exclusion and uncertainty valid conclusions are conceptually more complicated, since they require to introduce evidence of the production pattern of several experimental studies (Cohn et al ‘, 1995;. Schäuble, 1996). Search across a large number of experiments require cumulative records check of previous results. As mentioned earlier, children often do not record the information or memory performance, recording enough information, or consult this information when it is taken.

The importance of experience is carried out by the results of studies highlighted for several weeks with the fifth and sixth grade. After a few weeks with work, started making children more exclusion conclusions (not the causal factors) and circles of certainty (which can not do this, a final verdict on the comparison confused) and not just causal attribution (eg, Keselman, 2003; Schäuble, 1996) . They also began to distinguish between informative informative attract the experiment by the controller or control of other factors improved ability to valid conclusions. Through repeated exposure, was invalid conclusions as inclusions illegal frequency. The tendency to start, do the certainty conclusion is that students more aware of the adjustment or inappropriateness of their experimental strategies designed to produce enough to interpret the evidence. Children and adults is also different in the production of sufficient evidence to support conclusions. Contexts in which it is possible, children often end their search early to believe that they have a solution (eg Dunhar and Klahr, 1989) were determined. In the school for several weeks in which children must continue their investigation (eg, Schauble et al., 1991), it’s less because of the demands of the task. Children are also more likely to belong to the most recently created evidence. You can jump to the conclusion after a single experiment, while adults tend to the results of several experiments (eg Gleason Schauble, 2000).

As was found with experiments that show kids and adults need to see individual faces change strategy regarding the use of type inference. Also, the existence of multiple inference strategies not only in childhood (Kuhn et al., 1995). Usually early in the study focus primarily on individuals in identifying causal factors to consider include less strictly non-causal factors. However cooccur mixture of valid inference strategies attacked during examination of a causal system. As experiments, the addition of a valid inference strategy repertoire person does not want them to immediately give up others. Early studies, conclusions have to focus on causal hypotheses about whether they are justified or not. Only with additional exposure to children begin to draw conclusions and make noncausality of uncertainty. Knowledge and experience to change, better understanding of the causal system of the experiments was related to the use of experimental inference rules and strategies. For this part, foreign language learning curve necessary tools, many people choose to Rosetta Stone to learn Korean and Korean. Mentioned

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