共查询到20条相似文献，搜索用时 58 毫秒
1.
2.
Anton E. Lawson 《科学教学研究杂志》2005,42(6):716-740
A long‐standing and continuing controversy exists regarding the role of induction and deduction in reasoning and in scientific inquiry. Given the inherent difficulty in reconstructing reasoning patterns based on personal and historical accounts, evidence about the nature of human reasoning in scientific inquiry has been sought from a controlled experiment designed to identify the role played by enumerative induction and deduction in cognition as well as from the relatively new field of neural modeling. Both experimental results and the neurological models imply that induction across a limited set of observations plays no role in task performance and in reasoning. Therefore, support has been obtained for Popper's hypothesis that enumerative induction does not exist as a psychological process. Instead, people appear to process information in terms of increasingly abstract cycles of hypothetico‐deductive reasoning. Consequently, science instruction should provide students with opportunities to generate and test increasingly complex and abstract hypotheses and theories in a hypothetico‐deductive manner. In this way students can be expected to become increasingly conscious of their underlying hypothetico‐deductive thought processes, increasingly skilled in their application, and hence increasingly scientifically literate. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 相似文献
3.
This study examined senior high school students' cognitive orientation toward scientific or social information, designated as information preference, and associated preferential reasoning modes when presented with an environmental issue concerning nuclear energy usage. The association of the information preference variable with some academic and personal background attributes of the participants was also examined. A questionnaire, preference survey test and interview methods were used to gather the data. Students' preference test scores fell within -0.66 to 2 on a scale of -4 (social orientation) to 4 (scientific orientation). Statistical analyses showed that students' performance in science was a good predictor of the information preference exhibited by students. Interview content analysis showed that students' preferences and reasoning modes were mutually consistent. Particularly, subjects of neutral preference, whose preference scores fell between 0 and 1, displayed a reasoning mode that is considerably integrated containing references to both scientific and socially relevant content. 相似文献
4.
周荃 《毕节师范高等专科学校学报》2013,(10):48-51
范畴三段论推理是演绎推理的一种重要形式,是从两个前提推论出结论的一种推理。范畴三段论属于三段论推理的基础领域,回顾范畴三段论推理的概念界定,实验任务设计,综述三段论推理的影响因素,重点介绍相关理论模型。 相似文献
5.
Current research indicates that student engagement in scientific argumentation can foster a better understanding of the concepts and the processes of science. Yet opportunities for students to participate in authentic argumentation inside the science classroom are rare. There also is little known about science teachers' understandings of argumentation, their ability to participate in this complex practice, or their views about using argumentation as part of the teaching and learning of science. In this study, the researchers used a cognitive appraisal interview to examine how 30 secondary science teachers evaluate alternative explanations, generate an argument to support a specific explanation, and investigate their views about engaging students in argumentation. The analysis of the teachers' comments and actions during the interview indicates that these teachers relied primarily on their prior content knowledge to evaluate the validity of an explanation rather than using available data. Although some of the teachers included data and reasoning in their arguments, most of the teachers crafted an argument that simply expanded on a chosen explanation but provided no real support for it. The teachers also mentioned multiple barriers to the integration of argumentation into the teaching and learning of science, primarily related to their perceptions of students' ability levels, even though all of these teachers viewed argumentation as a way to help students understand science. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1122–1148, 2012 相似文献
6.
Brian L. Gerber Anne M.L. Cavallo Edmund A. Marek 《International Journal of Science Education》2013,35(5):535-549
Informal learning experiences have risen to the forefront of science education as being beneficial to students' learning. However, it is not clear in what ways such experiences may be beneficial to students; nor how informal learning experiences may interface with classroom science instruction. This study aims to acquire a better understanding of these issues by investigating one aspect of science learning, scientific reasoning ability, with respect to the students' informal learning experiences and classroom science instruction. Specifically, the purpose of this study was to investigate possible differences in students' scientific reasoning abilities relative to their informal learning environments (impoverished, enriched), classroom teaching experiences (non-inquiry, inquiry) and the interaction of these variables. The results of two-way ANOVAs indicated that informal learning environments and classroom science teaching procedures showed significant main effects on students' scientific reasoning abilities. Students with enriched informal learning environments had significantly higher scientific reasoning abilities compared to those with impoverished informal learning environments. Likewise, students in inquirybased science classrooms showed higher scientific reasoning abilities compared to those in non-inquiry science classrooms. There were no significant interaction effects. These results indicate the need for increased emphases on both informal learning opportunities and inquiry-based instruction in science. 相似文献
7.
The research reported in this article was undertaken to obtain a better understanding of problem solving and scientific reasoning in 10-year-old children. The study involved measuring children's competence at syllogistic reasoning and in solving a series of problems requiring inductive reasoning. Children were also categorized on the basis of levels of simultaneous and successive synthesis. Simultaneous and successive synthesis represent two dimensions of information processing identified by Luria in a program of neuropsychological research. Simultaneous synthesis involves integration of information in a holistic or spatial fashion, whereas successive synthesis involves processing information sequentially with temporal links between stimuli. Analysis of the data generated in the study indicated that syllogistic reasoning and inductive reasoning were significantly correlated with both simultaneous and successive synthesis. However, the strongest correlation was found between simultaneous synthesis and inductive reasoning. These findings provide a basis for understanding the roles of spatial and verbal-logical ability as defined by Luria's neuropsychological theory in scientific problem solving. The results also highlight the need for teachers to provide experiences which are compatible with individual students' information processing styles. 相似文献
8.
The hypothesis that an early adolescent brain growth plateau and spurt exists and that this plateau and spurt influence students' ability to reason scientifically and to learn theoretical science concepts was tested. In theory, maturation of the prefrontal lobes during early adolescence allows for improvements in students' abilities to inhibit task‐irrelevant information and coordinate task‐relevant information, which along with both physical and social experience influences scientific reasoning ability and the ability to reject scientific misconceptions and accept scientific conceptions. Two hundred ten students ages 13–16 years enrolled in four Korean secondary schools were administered tests of four prefrontal lobe activities, a test of scientific reasoning ability, and a test of air pressure concepts derived from kinetic‐molecular theory. A series of 14 lessons designed to teach the concepts were then taught. The concepts test was then readministered following instruction. As predicted, among the 13‐ and 14‐year‐olds, performance on the prefrontal lobe measures remained similar or regressed. Performance then improved considerably among the 15‐ and 16‐year‐olds. Also as expected, the measures of prefrontal lobe activity correlated highly with scientific reasoning ability. In turn, prefrontal lobe activity and scientific reasoning ability predicted concept gains and posttest performance. A principal components analysis showed that the study variables had two main components, which were interpreted as an inhibiting and a representing component. Therefore, theoretical concept acquisition was interpreted as a process involving both the inhibition of task‐irrelevant information (i.e., the rejection of intuitively derived misconceptions) and the representation of task‐relevant information (i.e, complex hypothetico‐deductive arguments and counterintuitive scientific conceptions about nonobservable entities). © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 44–62, 2000 相似文献
9.
Authentic activities are important in promoting inquiry because they provide natural problem-solving contexts with high degrees of complexity. This study designed and studied effective inquiry tasks through transforming content, scientific thinking, and resources featured in scientists' authentic practices. This study investigated how 59 inner-city 6th grade students performed in real-time forecasting situations involving fronts and pressure systems. Forecasts were evaluated in terms of prediction agreement, meteorological entity consideration, explanation type, and scientific knowledge use because these four categories reflected inquiry features emphasized in the forecasting task. Results show that real-world situations that mapped closely onto students' content understandings, rather than those with naturally occurring complex patterns, helped students perform inquiry. Key ideas discussed in this paper include the importance of using authentic situations to develop rich understandings about scientific knowledge and the design of tasks that prepare students to participate in social practices valued by the science community. 相似文献
10.
Chia-Yu Wang 《International Journal of Science Education》2013,35(2):237-271
This study investigated the effects of scaffolds as cognitive prompts and as metacognitive evaluation on seventh-grade students' growth of content knowledge and construction of scientific explanations in five inquiry-based biology activities. Students' scores on multiple-choice pretest and posttest and worksheets for five inquiry-based activities were analyzed. The results show that the students' content knowledge in all conditions significantly increased from the pretest to posttest. Incorporating cognitive prompts with the explanation scaffolds better facilitated knowledge integration and resulted in greater learning gains of content knowledge and better quality evidence and reasoning. The metacognitive evaluation instruction improved all explanation components, especially claims and reasoning. This metacognitive approach also significantly reduced students' over- or underestimation during peer-evaluation by refining their internal standards for the quality of scientific explanations. The ability to accurately evaluate the quality of explanations was strongly associated with better performance on explanation construction. The cognitive prompts and metacognitive evaluation instruction address different aspects of the challenges faced by the students, and show different effects on the enhancement of content knowledge and the quality of scientific explanations. Future directions and suggestions are provided for improving the design of the scaffolds to facilitate the construction of scientific explanations. 相似文献
11.
Abstract. The author examined the effectiveness of training in symbolic logic for improving students' deductive reasoning. A total of 116 undergraduate students (approximately equal numbers of men and women) enrolled in 1st-year university philosophy courses in symbolic logic participated in 2 studies. In both studies, students completed booklets of categorical and conditional syllogisms at the beginning of the course and again at the end of the course. In Study 2, students also specified their reasoning strategies. Results indicated that students' strategies changed with training (students increased their use of mental models and mental rules with categorical and conditional syllogisms, respectively), but their reasoning performance improved only moderately. The educational implications of these results are explored. 相似文献
12.
Katherine L. McNeill 《科学教学研究杂志》2011,48(7):793-823
Science includes more than just concepts and facts, but also encompasses scientific ways of thinking and reasoning. Students' cultural and linguistic backgrounds influence the knowledge they bring to the classroom, which impacts their degree of comfort with scientific practices. Consequently, the goal of this study was to investigate 5th grade students' views of explanation, argument, and evidence across three contexts—what scientists do, what happens in science classrooms, and what happens in everyday life. The study also focused on how students' abilities to engage in one practice, argumentation, changed over the school year. Multiple data sources were analyzed: pre‐ and post‐student interviews, videotapes of classroom instruction, and student writing. The results from the beginning of the school year suggest that students' views of explanation, argument, and evidence, varied across the three contexts with students most likely to respond “I don't know” when talking about their science classroom. Students had resources to draw from both in their everyday knowledge and knowledge of scientists, but were unclear how to use those resources in their science classroom. Students' understandings of explanation, argument, and evidence for scientists and for science class changed over the course of the school year, while their everyday meanings remained more constant. This suggests that instruction can support students in developing stronger understanding of these scientific practices, while still maintaining distinct understandings for their everyday lives. Finally, the students wrote stronger scientific arguments by the end of the school year in terms of the structure of an argument, though the accuracy, appropriateness, and sufficiency of the arguments varied depending on the specific learning or assessment task. This indicates that elementary students are able to write scientific arguments, yet they need support to apply this practice to new and more complex contexts and content areas. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 793–823, 2011 相似文献
13.
This study explored the understandings of data and measurement that school students draw upon, and the ways that they reason from data, when carrying out a practical science inquiry task. The two practical tasks used in the study each involved investigations of the relationships between two independent variables (IVs) and a dependent variable (DV); in both tasks, one IV covaried with the DV, whereas the other did not. Each was undertaken by 10 students, aged 10, 12, and 14 years (total n = 60 students), working individually. Their actions were video‐recorded for analysis. In a subsequent interview, each student was asked to discuss and interpret data collected by two other students, undertaking a similar (but different) practical task, shown on a video‐recording. An analysis of the sample students' performance on the practical tasks and their interview responses showed few differences across task contexts, or with age, in students' reasoning, but significant differences in performance when investigating situations of covariation and non‐covariation. Few students in the sample displayed sufficient understanding of measurement error to deal effectively with the latter. Investigations of non‐covariation cases revealed, much more clearly than investigations of covariation cases, the students' ideas about data and measurement, and their ways of reasoning from data. Such investigations therefore provide particularly valuable contexts for teaching and research. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 748–769, 2004 相似文献
14.
This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one‐group pre‐, post‐, and retention quasi‐experimental design was used in the study. All students received tests for Atomic Achievement, Scientific Reasoning, and Atomic Dependent Reasoning before, 1 week after, and 8 weeks after learning. A total of 18 students, six from each class, were each interviewed for 1 hour before, immediately after, and 2 months after learning. A flow map was used to provide a sequential representation of the flow of students' scientific narrative elicited from the interviews, and to further analyze the level of scientific reasoning and conceptual change. Results show students' concepts of atoms, scientific reasoning, and conceptual change made progress, which is consistent with the interviewing results regarding the level of scientific reasoning and quantity of conceptual change. This study demonstrated that students' conceptual change and scientific reasoning could be improved through the SCCR learning project. Moreover, regression results indicated students' scientific reasoning contributed more to their conceptual change than to the concepts students held immediately after learning. It implies that scientific reasoning was pivotal for conceptual change and prompted students to make associations among new mental sets and existing hierarchical structure‐based memory. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 91–119, 2010 相似文献
15.
This study describes the trends in students' explanations of biological change in organisms. A total of 96 student volunteers (8 students from each of 2nd, 5th, 8th, and 12th grades from 3 localities) were interviewed individually and each student was presented a series of graphics depicting natural phenomena. Students' explanations to questions of how something occurred were assigned to one of three categories (responses addressing how something occurred, why something occurred, and 'I don't know'). While the number of responses in each category was roughly equivalent in prominence across grade levels, the majority of students were unable to offer a causal explanation of how a phenomena occurred. An unexpected phenomenon was the students' predilection to redirect the interview question so they could answer them. If asked a how question, as they were in every interview instance, 32% the students answered with a 'why' response. The way biology is taught, the structure of biology or/and how we learn it could shed some light into this phenomenon and has implications for science educators. 相似文献
16.
Akane Zusho Paul R. Pintrich Brian Coppola 《International Journal of Science Education》2013,35(9):1081-1094
This study investigated how students' level of motivation and use of specific cognitive and self-regulatory strategies changed over time, and how these motivational and cognitive components in turn predicted students' course performance in chemistry. Participants were 458 students enrolled in introductory college chemistry classes. Participants' motivation and strategy use were assessed at three time points over the course of one semester using self-report instruments. Results showed an overall decline in students' motivational levels over time. There was also a decline in students' use of rehearsal and elaboration strategies over time; students' use of organizational and self-regulatory strategies increased over time. These trends, however, were found to vary by students' achievement levels. In terms of the relations of motivation and cognition to achievement, the motivational components of self-efficacy and task value were found to be the best predictors of final course performance even after controlling for prior achievement. 相似文献
17.
Fang‐Ying Yang 《International Journal of Science Education》2013,35(11):1345-1364
This study examined 10th‐grade students' use of theory and evidence in evaluating a socio‐scientific issue: the use of underground water, after students had received a Science, Technology and Society‐oriented instruction. Forty‐five male and 45 female students from two intact, single‐sex, classes participated in this study. A flow‐map method was used to assess the participants' conceptual knowledge. The reasoning mode was assessed using a questionnaire with open‐ended questions. Results showed that, although some weak to moderate associations were found between conceptual organization in memory and reasoning modes, the students' ability to incorporate theory and evidence was in general inadequate. It was also found that students' reasoning modes were consistent with their epistemological perspectives. Moreover, male and female students appear to have different reasoning approaches. 相似文献
18.
This study investigated students' achievement regarding photosynthesis and respiration in plants in relation to reasoning ability, prior knowledge and gender. A total of 117 eighth‐grade students participated in the study. Test of logical thinking and the two‐tier multiple choice tests were administered to determine students' reasoning ability and achievement, respectively. An analysis of covariance (ANCOVA) was conducted to assess the effect of reasoning ability on students' achievement. The independent variable was the reasoning ability (low, medium, high), the dependent variable was the scores on the two‐tier test. Students' grades in science in previous year were used as a covariate. Analysis revealed a statistically significant mean difference between students at high and low formal levels with respect to achievement. Stepwise multiple regression analysis revealed that reasoning ability, prior knowledge and gender were significant predictors of students' achievement in photosynthesis and respiration in plants, explaining 42% of the variance. 相似文献
19.
In this study, we identified middle school and college students' prior ideas about electrostatic induction and interviewed them through presenting observational evidence which supported or refuted their own prior ideas. Their responses to the evidence were interpreted from perspectives based on philosophies of science, especially the Popperian and Lakatosian views of scientific hypothesis testing. In the process of confirmation, almost all of the students showed a logical error known as an 'error of affirmation of the consequent' in a syllogism. The students' falsification processes were classified into two groups: those which rejected the hard core of prior ideas, and those which modified the students' protective belt of auxiliary ideas related to the hard core while still preserving the hard core. From an analysis of the students' falsification processes, it was found that the Lakatosian rather than the Popperian view was more acceptable in understanding the students' responses to the conflicting evidence. It was observed that the quality of the understanding of auxiliary ideas should also play an important role in the changing of core concepts. 相似文献
20.
Keith Jones 《Educational Studies in Mathematics》2000,44(1-2):55-85
A key issue for mathematics education is howchildren can be supported in shifting from `because it looks right' or`because it works in these cases' to convincing arguments which work ingeneral. In geometry, forms of software usually known as dynamicgeometry environments may be useful as they can enable students tointeract with geometrical theory. Yet the meanings that students gain ofdeductive reasoning through experience with such software is likely to beshaped, not only by the tasks they tackle and their interactions with theirteacher and with other students, but also by features of the softwareenvironment. In order to try to illuminate this latter phenomenon, and todetermine the longer-term influence of using such software, this paperreports on data from a longitudinal study of 12-year-old students'interpretations of geometrical objects and relationships when using dynamicgeometry software. The focus of the paper is the progressivemathematisation of the student's sense of the software, examining theirinterpretations and using the explanations that students give of thegeometrical properties of various quadrilaterals that they construct as oneindicator of this. The research suggests that the students' explanations canevolve from imprecise, `everyday' expressions, through reasoning that isovertly mediated by the software environment, to mathematicalexplanations of the geometric situation that transcend the particular toolbeing used. This latter stage, it is suggested, should help to provide afoundation on which to build further notions of deductive reasoning inmathematics. 相似文献