Children's analogical reasoning in a third-grade science discussion

May, David B.; Hammer, David; Roy, Patricia

doi:10.1002/sce.20116

Cited by 52 publications

(49 citation statements)

References 39 publications

(64 reference statements)

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“…Hammer 자신도 인정하는 바와 같이, 개념적 자원에 관한 그의 견해 는 diSessa ( '개념'을 형성하게 된다 (Hammer et al, 2005 (Hammer & Elby, 2002;Hammer et al, 2005;May et al, 2006 (Chinn et al, 2011;Hofer, 2001;Louca et al, 2004 (Chinn et al, 2011;Hofer, 2001). 하지만 여러 연구들은 미숙한 인식론을 가지고 있는 것처럼 보이는 학생들이 다른 상황에서는 성숙한 인식론적 태도를 보이는 경 우가 있음을 보고하고 있다 (Brewer & Samarapungavan, 1991;Kittleson, 2011;Louca et al, 2004).…”

Section: 시험 적용unclassified

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A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory

2015

Journal of The Korean Association For Science Education

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The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science. Keywords:resources-based view, conceptual resources, epistemological resources, practical resources, model, seasons

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Section: 시험 적용unclassified

“…이를 지지하는 한 예로, Warren et al(2001) (Hammer, 2004c;Hammer et al, 2005). (Elby & Hammer, 2010;Hammer, 2004c;Louca et al, 2004;May et al, 2006;Rosenberg et al, 2008). (Hodson, 1996;Millar & Driver, 1987;Oh, 2014;Songer et al, 2003) Hammer et al, 2008;Levin et al, 2009;Tang et al, 2010).…”

Section: 시험 적용mentioning

confidence: 99%

A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory

2015

Journal of The Korean Association For Science Education

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“…In fact, from a sociolinguistic perspective (Carlsen, 1991), educational research has stressed the instructional functions of classroom-based inquiry in science as a means for facilitating the construction of scientific knowledge (Solomon, 1994) and supporting children's abilities for scientific reasoning (e.g., May, Hammer, & Roy, 2006;Russ, et al, 2008). Following this, a growing body of research has developed an interest in classroom discourse (e.g., Abell, Anderson, & Chezem, 2000;Cazden, 2001;Edwards & Westgate 1994;Hogan, 1999;Kelly & Crawford, 1997;Lemke, 1990) for its relevance to children's inquiry (Hammer, 1995;van Zee, 2000;van Zee & Minstrell, 1997), for the development of student ideas in science (Mortimer, 1995), and for students' conceptual and cognitive development (Sprod, 1998).…”

Section: Classroom-based Children's Inquirymentioning

confidence: 99%

Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

Louca

Tzialli

Skoulia

et al. 2013

NorDiNa

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Supporting inquiry in the science classroom is challenging work, demanding that teachers utilize abilities for addressing and responding to children’s inquiry. These abilities include, (a) knowledge of the various forms of in-class scientific inquiry; (b) abilities for evaluating elements of children’s inquiry which teachers identify; and (c) a repertoire of instructional strategies, from which to choose in order to respond to children’s in-class inquiry. Developing these abilities depends largely on teachers’ preparation and subsequent professional development (PD) in teaching science. Our purpose in this paper is to describe the design of a professional development program (PDP) for pre-school teachers in Cyprus, seeking to help them develop teacher responsiveness to children’s inquiry. We draw on data from an implementation of this PDP to illustrate how teachers have begun developing their sensitivity towards children’s in-class inquiry and building a repertoire of responses.

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“…Troubleshooting is important to learn, but it should not only memorize how to solve it, but how to find a solution to the problem. Analogy reasoning helps students to solve new problems using previously acquired experiences, so students will explore and engage in searching for mathematical information that can lead students to a deeper level of understanding [2,3].…”

Section: Introductionmentioning

confidence: 99%

Student Analogy Reasons When Solving Area Concepts in Pyramids and Prisms

Mashuri

Sudjadi

Pramudya

et al. 2017

J. Phys.: Conf. Ser.

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Abstract. The purpose of this study is to describe the reasoning of students' analogies in solving the broad concept problem in pyramids and prisms. This research method using descriptive qualitative. Data collection uses analogous reasoning tests and interviews. After that tested to 32 students of Junior High School. Based on the results of the analysis can be concluded that (1) 16% of students solve the problem of source and target problem correctly. (2) 29% of students correctly solve source problems and target problems incorrectly. (3) 55% solve source problems and target problems wrong. This is because students tend to memorize formulas not using analogy reasoning to solve new problems. Finally, the students have difficulties in solving new problems, because students are not accustomed to using the experience they have gained to solve new problems.

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Children's analogical reasoning in a third-grade science discussion

Cited by 52 publications

References 39 publications

A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory

A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory

Developing teaching responsiveness to children’s inquiry in science: A case study of professional development for pre-school teachers

Student Analogy Reasons When Solving Area Concepts in Pyramids and Prisms

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