Scientific Thinking and Science Literacy

Lehrer, Richard; Schauble, Leona

doi:10.1002/9780470147658.chpsy0405

Cited by 120 publications

(121 citation statements)

References 106 publications

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“…In related work emerging from the larger project, we are studying students' experiences of uncertainty and not understanding, which a number of authors have recently highlighted as pervasive in science [24,[54][55][56]. In particular, we are exploring how students' tolerance or even enjoyment of uncertainty [57,58], and their comfort positioning themselves as not understanding within a discussion, may help spark or sustain their engagement in doing science [36].…”

Section: A Implications For Researchmentioning

confidence: 99%

Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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The work of physics learners at all levels revolves around problems. Physics education research has inspired attention to the forms of these problems, whether conceptual or algorithmic, closed or open response, well or ill structured. Meanwhile, it has been the work of curriculum developers and instructors to develop these problems. Physics education research has supported these efforts with studies of students problem solving and the effects of different kinds of problems on learning. In this article we argue, first, that developing problems is central to the discipline of physics. It involves noticing a gap of understanding, identifying and articulating its precise nature, and motivating a community of its existence and significance. We refer to this activity as problematizing, and we show its importance by drawing from writings in physics and philosophy of science. Second, we argue that students, from elementary age to adults, can problematize as part of their engaging in scientific inquiry. We present four cases, drawing from episodes vetted by a panel of collaborating faculty in science departments as clear instances of students doing science. Although neither we nor the scientists had problematizing in mind when screening cases, we found it across the episodes. We close with implications for instruction, including the value of helping students recognize and manage the situation of being confused but not yet having a clear question, and implications for research, including the need to build problematizing into our models of learning.

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Section: A Implications For Researchmentioning

confidence: 99%

Problematizing as a scientific endeavor

Phillips

Watkins

Hammer

2017

Phys. Rev. Phys. Educ. Res.

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show abstract

“…In this line of research, 'inscription' can refer to geometrical representations, maps, diagrams, graphs, tables, texts, and chemical, algebraic, or numerical notations that are used to represent the world and freeze those aspects that are essential to build theories (Latour, 1990). According to Lehrer and Schauble (2006) and others, these external representations are not mere copies of what one sees, but rather are the products of adapting, selecting, magnifying, and fixing the conventions of representational systems to build arguments.…”

Section: The Use Of Inscriptions In Sciencementioning

confidence: 99%

Elementary Students' Laboratory Record Keeping During Scientific Inquiry

García-Milà

Andersen

Rojo

2010

International Journal of Science Education

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“…Scholars who study socio-dramatic play have commented that it can be thought of as a form of simulation [12], which we contend is a sub-class of the broader practice of modeling. By modeling, we mean the construction, testing, and refinement of representations-in this case a play scenario-that are in some way analogous to the real world, which can be used to explain these systems and to generate predictions [13]. The similarity rests on the fact that a common type of scientific model is to characterize the world in terms of a series of rules.…”

Section: Theoretical Frameworkmentioning

confidence: 99%