Role of Discrepant Questioning Leading to Model Element Modification

Rea-Ramirez, Mary Anne; Núñez-Oviedo, Maria Cecilia; Clement, John J.

doi:10.1007/s10972-009-9128-9

Cited by 13 publications

(3 citation statements)

References 10 publications

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“…Clement () found that experts solved an unfamiliar problem by employing repeated model construction cycles including generation, evaluation, and modification of the model (GEM cycles). These cycles are similar between scientists' and students' successful modeling processes, and model construction cycles can be utilized to facilitate students' model evolution toward more adequate explanatory models (Clement, ; Clement and Steinberg, ; Rea‐Ramirez and Nunez‐Oviedo, ).…”

Section: Explanatory Models In Science Learningmentioning

confidence: 99%

The role of scientific modeling criteria in advancing students' explanatory ideas of magnetism

Cheng

Brown

2015

J Res Sci Teach

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Student construction of models is a strong focus of current research and practice in science education. In order to study in detail the interactions between students' model generation and evaluation and their development of explanatory ideas to account for magnetic phenomena, a multi-session teaching experiment was conducted with a small number of fifth grade students. Two small groups received full scaffolding, and two small groups received partial scaffolding. Students in both fully and partially scaffolded groups were asked to make their own predictions, observations, and explanations for scientific phenomena. Then they were asked to elaborate individual ideas and discuss with others in order to select or develop the best group consensus model and to compare their current group model with their previous group models. Only fully scaffolded groups were explicitly asked to consider the scientific modeling criteria of visualization and explanatory power. Through reflection on their explanations using these modeling criteria, most students in the fully scaffolded groups gradually developed, evaluated, and revised their explanations to coherent and sophisticated explanatory models. By contrast, none of the students in the partially scaffolded groups, who relied only on self-generated model evaluation criteria, revised their original fragmented ideas toward more coherent and sophisticated explanations. Through a detailed analysis of the evolution of the students' thinking in both fully and partially scaffolded groups, we explore the ways in which the explicit scaffolding of the scientific modeling criteria seemed to aid in the evolution of their ideas toward more sophisticated and coherent explanatory models. #

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Section: Explanatory Models In Science Learningmentioning

confidence: 99%

The role of scientific modeling criteria in advancing students' explanatory ideas of magnetism

Cheng

Brown

2015

J Res Sci Teach

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“…This has been achieved through the inter-and trans-disciplinary nature of the programme; carefully designed activities (e.g., online basic concepts, mixed group work applying theory to "real world" problems, personal journey logs); and experiential learning (Kolb, 1984) as part of a "scaffolded" curriculum (Vygotsky, 1978). Further, there has been attentive facilitating, employing for example discrepant questioning (Rea-Ramirez et al, 2009) along with training in communication skills. These have been crucial to promote reflection of one's place as a food system actor; the limits of one's knowledge and worldview; understanding the multiple positions and perspectives that different actors in the food system come with; the array of different knowledges and facts there may be to grasp or, as a minimum, acknowledge and be aware of, and flexibility to tackle the complexities and deal with trade-offs and unintended consequences.…”

Section: Discussionmentioning

confidence: 99%

Developing a Functional Food Systems Literacy for Interdisciplinary Dynamic Learning Networks

Pope

Frece

Wells

et al. 2021

Front. Sustain. Food Syst.

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The impact of human activity on the planet cannot be understated. Food systems are at the centre of a tangled web of interactions affecting all life. They are a complex nexus that directly and indirectly affects, and is affected by, a diverse set of social, environmental and technological phenomena. The complexity and often intractability of these interactions have created a variety of food-related problems that people seek to address in a collaborative and interdisciplinary manner through the adoption of a holistic food systems perspective. However, operationalising a systemic approach to address food system challenges is not a guarantee of success or positive outcomes. This is largely due to the partiality inherent in taking a systems perspective, and the difficulty in communicating these different perspectives among stakeholders. A functional food systems literacy is therefore required to aid people in communicating and collaborating on food system problems within dynamic learning networks. The Interdisciplinary Food Systems Teaching and Learning (IFSTAL) programme has been operating since 2015 as a social learning system to develop a food systems pedagogy with a range of multi-sectoral partners. The findings in this paper arise out of iterative reflexive practice into our teaching approach and delivery methods by former and current staff. In order to foster integrative engagement on food system challenges, we propose and define a functional food systems literacy—a theoretical minimum that can aid diverse stakeholders to explore and intervene in food systems through more effective communication and collaboration. Derived from a reflective analysis of instruments and methods in delivering the IFSTAL programme, we provide a framework that disaggregates functional food systems literacy according to four knowledge types, and includes examples of skills and activities utilised in the IFSTAL programme to support learning in these different domains. We argue that claims to comprehensive food systems knowledge are unrealistic and therefore propose that a functional food systems literacy should focus on providing a means of navigating partial claims to knowledge and uncertainty as well as fostering effective collaboration. We believe that this will enhance the capabilities of stakeholders to work effectively within dynamic learning networks.

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“…This implies that the teachers did not press the pupils to warrant their claims through data and/or evidence as their everyday observations happening in the lay culture (Michaels, O'Connor & Resnick, 2008). Furthermore, similarly, the challenging questions were also less frequently observed, resulting in maintaining lower-cognitive activity and productivity on the side of the pupils (Rea-Ramirez, Nunez-Oviedo & Clement, 2009). As achieved in the present study, the variety of teacher questions can be delved into in-depth, but the observed diversity may not bring about productive classroom talks due to low-level intellectual demands that were potentially and presumptively embedded in the teachers' questions (Kayima & Jakobsen, 2020;Soysal, 2020).…”

Section: Discussionmentioning

confidence: 99%

Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

Başalev

Soysal

2021

YED

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Bu çalışma okul öncesi öğretmenlerinin soru türlerinin ve bu soruların bilişsel taleplerinin incelenmesini amaçlamaktadır. Durum çalışması olarak tasarlanan araştırma 2019-2020 akademik yılında resmi bir anaokulunda görevli iki okul öncesi öğretmeni ve okul öncesi eğitime devam eden 52 çocukla yürütülmüştür . Çalışmanın veri setini sınıf içi uygulamaların video kayıtları (n = 17, toplamda 302 dakika) oluşturmaktadır. Öğretmenlerin her soru ifadesi bir analiz birimi olarak belirlenmiş ve kodlanmıştır. Öğretmen Soruları Kodlama Kataloğu, soru türevlerini; Olası Bilişsel Talepleri Kodlama Kataloğu ise bilişsel talepleri analiz etmek üzere geliştirilmiştir. Öğretmenlerin soruları sosyokültürel söylem analizinin bir kolu olan sistematik gözlem yöntemi ile analiz edilmiştir. Öğretmenlerin; İletişimsel, İzleme, Değerlendir–Yargıla–Eleştir, Çeldirme, Delillendirme, Gözlemle–Karşılaştır–Tahmin et, Çıkarımda Bulunma ve Diğer şeklinde sekiz türde soruları sergilediği gözlemlenmiştir. Öğretmen sorularının öğrenenlerde yarattığı olası bilişsel taleplerin ise hatırlama, anlama, analiz ve değerlendirme düzeylerinde olduğu ve sıklıkla anlama düzeyinde soruların kullanıldığı görülmüştür. Çalışmanın çıktıları göz önünde bulundurularak, soru çeşitliliğine, tartışma kültürüne ve üretken soru kavramlarına yönelik tartışmalar gerçekleştirilmiştir.

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Role of Discrepant Questioning Leading to Model Element Modification

Cited by 13 publications

References 10 publications

The role of scientific modeling criteria in advancing students' explanatory ideas of magnetism

The role of scientific modeling criteria in advancing students' explanatory ideas of magnetism

Developing a Functional Food Systems Literacy for Interdisciplinary Dynamic Learning Networks

Okul Öncesi Öğretmen Sorularının Türleri ve Bilişsel Talepleri

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