Information becomes evidence when an explanation can incorporate it into a causal framework

Koslowski, Barbara; Marasia, Joseph; Chelenza, Melanie; Dublin, Randi

doi:10.1016/j.cogdev.2008.09.007

Cited by 51 publications

(39 citation statements)

References 15 publications

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“…However, when one knows the underlying model, one's judgment about whether two events are causally related is more likely to be accurate than if one were relying on covariation data alone [59,64] or model data alone. Koslowski et al [65] make an even stronger claim: models do not just support data, they make data evidential. We cannot recognize data as evidence until we have an underlying model in place.…”

Section: Intertwining Evidence-based Reasoning and Modelingmentioning

confidence: 99%

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Russ

Odden

2017

Phys. Rev. Phys. Educ. Res.

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Our field has long valued the goal of teaching students not just the facts of physics, but also the thinking and reasoning skills of professional physicists. The complexity inherent in scientific reasoning demands that we think carefully about how we conceptualize for ourselves, enact in our classes, and encourage in our students the relationship between the multifaceted practices of professional science. The current study draws on existing research in the philosophy of science and psychology to advocate for intertwining two important aspects of scientific reasoning: using evidence from experimentation and modeling. We present a case from an undergraduate physics course to illustrate how these aspects can be intertwined productively and describe specific ways in which these aspects of reasoning can mutually reinforce one another in student learning. We end by discussing implications for this work for instruction in introductory physics courses and for research on scientific reasoning at the undergraduate level.

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Section: Intertwining Evidence-based Reasoning and Modelingmentioning

confidence: 99%

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Russ

Odden

2017

Phys. Rev. Phys. Educ. Res.

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“…Se distinguieron las siguientes categorías: cambios en la biocenosis, cambios físico-químicos, cambios en la dinámica fluvial, coste económico, disminución de la contaminación y humano (tabla 3). En este punto, es importante destacar que solo se consideraban pruebas aquellos datos que se integran en una justificación, no los que son copias de la información proporcionada (Kosloswki et al 2008).…”

Section: Registro Y Análisis De Datosunclassified

El uso de pruebas en la resolución de problemas reales en 4º de ESO: ¿debemos dragar el río Ebro?

Aguerri¹,

Torija²

2017

Rev_Eureka_ensen_divulg_cienc

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En la actualidad, el alumnado no solo ha de conocer las principales ideas de la ciencia, sino también ha de saber aplicarlas en la resolución de problemas relacionados con el mundo natural, y poder tomar decisiones fundamentadas sobre las consecuencias de las actuaciones del ser humano en él. Partidiendo de esta idea, en este trabajo se plantea a 63 alumnos de 4º de la ESO la resolución de un problema en torno a la posibilidad de dragar el río Ebro. Trabajando en pequeños grupos deben de: 1) identificar y seleccionar los pruebas relevantes entre la información facilitada; 2) relacionar los distintos tipos de pruebas e integrarlas en sus justificaciones; y 3) elaborar un informe final en el que expongan sus argumentos para respaldar la opción escogida, realizar o no el dragado del río. Los resultados muestran que los estudiantes son capaces de utilizar distintos tipos de pruebas para apoyar sus argumentos, entre ellas destacan las relacionadas con los factores bióticos y con el impacto del dragado para el uso del río por el ser humano. Las pruebas de tipo físico-químico como datos de pH o temperatura apenas aparecen, , a pesar de su importancia para evaluar las consecuencias del dragado en el ecosistema fluvial. En cuanto al tipo de relaciones que establecen entre las pruebas en sus justificaciones, destacan las que combinan al menos dos tipos, utilizadas por todos los grupos, frente a las que combinan tres y cuatro tipos. Estas últimas solo aparecen en el informe final de uno de los grupos. The use of evidence in solving real problems in Secondary: Should we dredge The Ebro River?Nowadays, students not only need to know the main ideas of science, but also they need to be able to apply them in solving problems related to the natural world, and to make informed decisions about the consequences of the human actions in it. Based on this idea, in this paper we ask 63 10th grade students to solve a problem regarding the feasibility of dredging the Ebro River. Working in small groups students are required to. 1) identify and select relevant evidence between the information provided; 2) relate different types of evidence and integrate them into their justifications; and 3) to elaborate a final report setting out its arguments in support of performing or not the dredging of the river. The results show that students are able to use different types of evidence to support their arguments; among them, they highlight those related with the biotic factors and the impact of the dredging on the human use of the river. The physico-chemical evidence, such as pH or temperature data, are barely used by the students, in spite of their importance to assess the impact of the dredging in the ecosystem. Regarding the type of relationships established in their justifications, most of the students are able to combine at least two types of evidence, against which combine three and four types. The combination of four types of evidence only appears in the final report of one group. IntroducciónEn la actualidad al finalizar la Educación Secun...

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“…Specifically, we compare this way of inducing belief revision to a highly effective means of revising initially held beliefs, which is providing children with explanations and causal mechanisms that link the two variables. This approach has been taken by Koslowski (1996Koslowski ( , 2012, see also Koslowski, Marasia, Chelenza, & Dublin, 2008), who argues that children often do not give up their initially held beliefs in favor of contrary evidence because of their strong subjective causal theories. These causal theories comprise not only information about the statistical association (covariation) between two variables, but they also entail beliefs about the underlying causal mechanism that connects the two variables.…”

Section: Introductionmentioning

confidence: 99%

Diagrams support revision of prior belief in primary-school children

Koerber

Osterhaus

Sodian³

2017

FLR

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Information becomes evidence when an explanation can incorporate it into a causal framework

Cited by 51 publications

References 15 publications

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

Intertwining evidence- and model-based reasoning in physics sensemaking: An example from electrostatics

El uso de pruebas en la resolución de problemas reales en 4º de ESO: ¿debemos dragar el río Ebro?

Diagrams support revision of prior belief in primary-school children

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