Science teaching and the development of reasoning

Karplus, Robert; Butts, David P.

doi:10.1002/tea.3660140212

Cited by 299 publications

(209 citation statements)

References 8 publications

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“…A design-science cycle can make explicit for students the connections between design and science. Learning cycles have been advocated by other learning scientists for effective classroom learning (e.g., Karplus 1977;Lawson et al 1989;Novick and Nussbaum 1981), and are included in many design-based science learning curricula (for examples see Apedoe et al 2008;Brophy and Bransford 2001;Fortus et al 2004;Kolodner et al 2003). Cycles can, and often are, repeated, which can allow students to learn and practice important science and design skills that they can use at increasingly higher performance levels (Kolodner et al 2003).…”

Section: Summary and Recommendationsmentioning

confidence: 99%

Strategies for success: uncovering what makes students successful in design and learning

Apedoe

Schunn

2012

Instr Sci

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While the purposes of design and science are often different, they share some key practices and processes. Design-based science learning, which combines the processes of engineering design with scientific inquiry, is one attempt to engage students in scientific reasoning via solving practical problems. Although research suggests that engaging students in design-based science learning can be effective for learning both science process and content, more research is needed to understand how to overcome what Vattam and Kolodner (Pragmatics and Cognition 16:406-437, 2008) called ''the design-science gap.'' This study, therefore, takes a first step at systematically delving into this issue of bridging the design-science gap by examining the problem-solving strategies that students are using when they solve a prototypical design task. Videotaped performance assessments of high and low performing teams were analyzed in depth. Results suggest that students use both science reasoning strategies (e.g., control of variables) and design-focused strategies (e.g., adaptive growth). However, the strategies commonly associated with success in science (e.g., control of variables) did not necessarily lead to success in design. In addition, while both science reasoning strategies and design-focused strategies led to content learning, the content learned was different.

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Section: Summary and Recommendationsmentioning

confidence: 99%

Strategies for success: uncovering what makes students successful in design and learning

Apedoe

Schunn

2012

Instr Sci

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“…Learning cycles have been advocated by other learning scientists for effective classroom learning (e.g., Karplus 1977;Lawson et al 1989;Novick and Nussbaum 1981). The particular version of a Learning Cycle that is found in the unit was developed to (1) include systematic scientific investigation to make especially salient to students the core scientific concepts and the data that support them, (2) use the design context to motivate particular scientific questions, (3) connect the scientific investigations to the overall design story such that the motivational advantages of the design task are not lost, and (4) integrate the advantages of teamwork and whole class discussions.…”

Section: The Learning Cyclementioning

confidence: 99%

Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit

et al. 2008

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“…Estas imagens são chamadas de modelos funcionais para o sistema. Um modelo funcionalé uma abstração da realidade [5]. A mente humana nãoé capaz de entender toda a complexidade de todos os detalhes de um sistema real.…”

Section: Construindo Modelos Sobre a Luz Utilizando Os Ciclos De Apreunclassified

“…As principais implicações para o ensino de física são: i) o raciocínió e um processo ativo de construção que deve engajar os alunos no desenvolvimento de esquemas mais adequados; ii) alguns dos alunos podem predominantemente utilizar esquemas concretos de raciocínio; iii) muitos dos tópicos e conceitos que ensinamos exigem raciocínio formal; iv) o professor deve arranjar os tópicos de modo a seguir uma progressão que vai do familiar, concreto e real ao menos familiar, menos concreto, e mais teórico; v) devemos demonstrar aos nossos alunos uma atitude questionadora, dinâmica, e ativa para com a disciplina, gerando hipóteses, discutindo explicações alternativas. Transformar a sala de aula em um laboratório onde problemas reais são investigados, onde o conhecimentó e obtido a partir das evidências produzidas [5].…”

Section: Introductionunclassified

Ciclos de aprendizagem no ensino de física para deficientes visuais

Azevedo

Santos

2014

Rev. Bras. Ensino Fís.

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Professores encaram o grande desafio de ensinar física para alunos portadores de deficiência visual. A principal razão para esta dificuldadeé a falta de preparo do professor para lidar com a inclusão. Estudos sinalizam o papel dos processos cognitivos, notadamente pensamento e linguagem, na construção de modelos. Nesse sentido, o ensino de conceitos para alunos cegos não difere daquele utilizado para alunos videntes. A especificidade situase na elaboração de materiais e métodos auxiliares para a formação dos conceitos. Assim, o tato constitui um recurso importante, bem como a ideia de representação dos conceitos no processo de aprendizagem. Os métodos de engajamento interativos encontram-se entre os métodos de ensino mais significativos. Um modo de fazer com que os alunos participem ativamenteé a adoção do aprendizado mediado, ou seja, através de uma interação intensa entre o aluno e o mediador. Um tipo de aprendizado mediado são os ciclos de aprendizagem, que fazem com que os alunos se engajem na construção de um modelo de acordo com as regras da pesquisa científica. O conceito de ciclo de aprendizagem como forma de aprendizagem estruturada e mediada foi inicialmente introduzido por Karplus em 1962 para o ensino de conceitos de ciências em escolas do ensino fundamental, dentro do referencial da teoria de Piaget do desenvolvimento intelectual. Palavras-chave: ciclos de aprendizagem, deficientes visuais, ensino de física.Teachers face the challenge of teaching physics to students with visual impairments. The main reason for this difficulty is the lack of preparation for dealing with inclusion. Studies indicate the role of cognitive processes, notably thought and language, on building models. In this sense, the teaching of concepts for blind students does not differ from that used to non-blind ones. The specificity lies in the preparation of materials and auxiliary methods for the formation of concepts. Thus, touch is an important resource, as well as the idea of representation of concepts in the learning process. Interactive engagement methods are among the most significant teaching methods. One way to make students actively participate is the adoption of mediated learning, i.e., through intensive interaction between the learner and the mediator. A type of mediated learning is the technique of Learning Cycles, which induces students to engage in the construction of a model according to the rules of scientific research. The concept of the learning cycle as a form of structured and mediated learning was initially introduced by Karplus in 1962 for teaching science concepts in elementary schools, within the framework of Piaget's theory of intellectual development. Keywords: learning cycles, visually impaired, teaching physics. IntroduçãoUma das inquietações manifestadas por professores do ensino regular ao lidar com deficientes visuais em suas classes está associada ao caráter da instrução do aluno e, aos recursos disponíveis para essa aprendizagem [1]. As tendências educacionais modernas sugerem uma forma de ensino ...

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Science teaching and the development of reasoning

Cited by 299 publications

References 8 publications

Strategies for success: uncovering what makes students successful in design and learning

Strategies for success: uncovering what makes students successful in design and learning

Bringing Engineering Design into High School Science Classrooms: The Heating/Cooling Unit

Ciclos de aprendizagem no ensino de física para deficientes visuais

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