A case study of scientific reasoning |
| |
| Authors: | Dr Campbell McRobbie Dr Lyn English |
| |
| Institution: | (1) Centre for Mathematics and Science Education, Queensland University of Technology, Locked Bag 2, Red Hill, 4059 Brisbane, QLD |
| |
| Abstract: | Concern is increasingly being expressed about the teaching of higher order thinking skills in schools and the levels of understanding
of scientific concepts by students. Metaphors for the improvement of science education have included science as exploration
and science as process skills for experimentation. As a result of a series of studies on how children relate evidence to their
theories or beliefs, Kuhn (1993a) has suggested that changing the metaphor to science as argument may be a fruitful way to
increase the development of higher order thinking skills and understanding in science instruction. This report is of a case
study into the coordination of evidence and theories by a grade 7 primary school student. This student was not able to coordinate
these elements in a way that would enable her to rationally consider evidence in relation to her theories. It appeared that
the thinking skills associated with science as argument were similar for her in different domains of knowledge and context.
Specializations: science learning, scientific reasoning, learning environments, science teacher education.
Specializations: cognition, reasoning in science and mathermatics. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
