Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding

Mestad, Idar; Kolstø, Stein Dankert

doi:10.1007/s11165-016-9534-x

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…For instance, Kesonen et al (2017) used the terms explanations, reasoning and students' ideas interchangeably in their analysis of students' answers to questions about the behavior of light. Similarly, Mestad and Kolstø (2017) did not distinguish between explanations, descriptions and interpretations. Zangori et al (2015) focused on model‐based explanations, and Kokkonen and Mäntylä (2018) applied a concept of learning to examine changes in university students' explanations to questions related to DC circuits.…”

Section: Literature Reviewmentioning

confidence: 94%

“…In many cases, different terms were used interchangeably (such as explanations and reasoning, explanations and ideas, etc.) that resulted in more ambiguity about the validity of the assessment process, for example, Forbes, Lange, Möller, Biggers, Laux, and Zangori (2014); Kesonen et al (2017); Kokkonen and Mäntylä (2018); Mestad and Kolstø (2017); Meyer and Woodruff (1997); Lawson et al (2000); Peker and Wallace (2011); Southard, Espindola, Zaepfel, and Bolger (2017); Zangori et al (2015). For instance, Kesonen et al (2017) used the terms explanations, reasoning and students' ideas interchangeably in their analysis of students' answers to questions about the behavior of light.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists

2022

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Issues regarding scientific explanation have been of interest to philosophers from Pre‐Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K‐12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations.

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Section: Literature Reviewmentioning

confidence: 94%

Section: Literature Reviewmentioning

confidence: 99%

The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists

2022

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“…The PSTs in the two groups chose to work independently throughout the activity and tried out their knowledge to create explanations of the observed phenomena, which can be viewed as tentative trials of identifying observations and interpreting them more scientifically. 48 Other research has shown that teachers can inhibit students' exploratory discussions when trying to connect scientific concepts to observations. 20 Thus, it is important to provide such opportunities in a way that allows productive discussions among students in the schoolyard, as opposed to the approach guided by the expert teacher.…”

Section: Discussionmentioning

confidence: 99%

Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry

2022

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The schoolyard as a setting for teaching and learning is rarely the focus of chemistry education research. Therefore, a chemistry unit combining activities in the classroom and the schoolyard was designed to support preservice teachers' (PSTs) learning of redox chemistry. This study was conducted to investigate the PSTs' talk about redox chemistry as they identified, photographed, and explained phenomena in the schoolyard (i.e., university campus). Video data were collected from six groups of PSTs from two different teacher education institutions in Norway. Videos from two groups were selected for deeper analyses: one with PSTs who had specialized in chemistry during their secondary education and one with PSTs who had not. The groups' talk was analyzed with respect to (1) the types of talk, (2) the levels of chemistry displayed in the talk, and (3) the schoolyard phenomena that triggered the content-related talk.The talk was mostly exploratory, and the PSTs connected sub-micro-level redox chemistry to macro-level phenomena. Moreover, the PSTs noticed several phenomena in the schoolyard that triggered chemistry-related talk. Although the talk that developed occurred differently in the two groups, this study indicates that the schoolyard can provide opportunities for learning chemistry for learners with different formal backgrounds in chemistry.

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“…So that it can be simultaneously sustained to form the behavioral changes from starting until graduating both intra and extracurricular activities, indeed to improve and implement the positive behavior, it takes a long time to obtain this motivation. All of these process can be proceed by education process (3,7,8).…”

Section: Discussionmentioning

confidence: 99%

Perspective Alert Disaster Risk Reduction in Learning in Senior High School

2020

jcr

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The layout of Indonesian territory is in three tectonic plates of the world, and in a zone of The Pacific Ring of Fire, so that the Ministry of Energy and Mineral Resources, has a priority for national action to promote strategies to lower the risk of disaster through the school, where implementation of its activities through the dissemination of information knowledge and behaviour on disaster. The study aimed to evaluate the knowledge, attitudes and skills of disaster risk reduction. Research Design: a quasi-experimental nonequivalent (pre-test, and post-test) control-group design, was applied in this study to 152 respondns the second level student of senior high schools at Blora. To get a homogenous sample the systematic sampling method. The data analyzed with Wilcoxon test, and the result showed that there was a significance 0.00 <0, 05, for the intervention groups, so the Ha was accepted. It can be concluded that the acceptance of Ha in the treatment group, it was indicated that the study of Integration of Learning for Disaster Risk Reduction in senior high school would enhance the Alertness Against Disaster.

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Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding

Cited by 4 publications

References 13 publications

The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists

The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists

Using the Schoolyard as a Setting for Learning Chemistry: A Sociocultural Analysis of Pre-service Teachers’ Talk about Redox Chemistry

Perspective Alert Disaster Risk Reduction in Learning in Senior High School

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