The evolution of 7th graders scientific explanations in project-based classrooms
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This thesis documents the process of fifty-eight, 7th grade students constructing one scientific explanation, through four iterations, as new evidence was obtained. Students delved deeply into core ideas and explained causal relationships. This “evolving explanation” shows promise in supporting students to develop integrated understanding through building a more sophisticated explanation over time. Utilizing a time series research design and mixed methods analyses results indicate eight of the nine research questions explored showed statistically significant effects.
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Constructing scientific explanations through premise–reasoning–outcome (PRO): an exploratory study to scaffold students in structuring written explanationsTang, Kok-Sing (2016)This paper reports on the design and enactment of an instructional strategy aimed to support students in constructing scientific explanations. Informed by the philosophy of science and linguistic studies of science, a new ...
Disciplinary literacy instructions on writing scientific explanations: a case study from a chemistry classroom in an all-girls schoolPutra, G.; Tang, Kok-Sing (2016)This paper is a case study that reports on findings from a design-based research with the purpose of helping secondary school chemistry students in an all-girls school develop the ability to construct scientific explanations ...
Village Elders' and Secondary School Students' Explanations of Natural Phenomena in Papua New GuineaPauka, S.; Treagust, David; Waldrip, Bruce (2005)This research investigated the sources of explanations and understanding of natural phenomena in terms of the students’ cultural and school science experiences. The first phase involved interviews with eight village elders ...