Can Engaging in Science Practices Promote Deep Understanding of Them?

Kuhn, Deanna and Arvidsson, Toi S. and Lesperance, Rosiane and Corprew, Rainikka (2017) Can Engaging in Science Practices Promote Deep Understanding of Them? Science Education, 101 (2). ISSN 1098-237X

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Official URL: https://doi.org/10.1002/sce.21263

Abstract

It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that science education should encompass scientific practice as well as science content. By participating in an intellectual community engaged in the broad range of activities that constitute scientific inquiry, rather than simply mastering isolated science procedures, it is hoped students will come to better understand and appreciate the norms, goals, and values that govern the conduct of science. We put this expectation to empirical test by engaging a secondary school science class in an extended problem-based activity that included design of investigations, multivariable causal analysis, and argumentation. Compared to students in a nonparticipating control group, in delayed assessments involving new content, participating students showed more advanced investigation, analysis, and argumentation skills, but also superior epistemological understanding regarding science as entailing the evaluation of claims in relation to available evidence.

Item Type: Article
Subjects: Astronomy Education Research
Depositing User: Mr Saeed Salimpour
Date Deposited: 01 Jun 2018 12:39
Last Modified: 20 Aug 2018 05:17
URI: http://istardb.org/id/eprint/1853

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