ERIC Number: EJ1130655
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Can Engaging in Science Practices Promote Deep Understanding of Them?
Kuhn, Deanna; Arvidsson, Toi Sin; Lesperance, Rosianne; Corprew, Rainikka
Science Education, v101 n2 p232-250 Mar 2017
It is now widely accepted, and indeed emphasized in the Next Generation Science Standards, that science education should encompass scientific practice as well as science content. By participating in an intellectual community engaged in the broad range of activities that constitute scientific inquiry, rather than simply mastering isolated science procedures, it is hoped students will come to better understand and appreciate the norms, goals, and values that govern the conduct of science. We put this expectation to empirical test by engaging a secondary school science class in an extended problem-based activity that included design of investigations, multivariable causal analysis, and argumentation. Compared to students in a nonparticipating control group, in delayed assessments involving new content, participating students showed more advanced investigation, analysis, and argumentation skills, but also superior epistemological understanding regarding science as entailing the evaluation of claims in relation to available evidence.
Descriptors: Scientific Concepts, Concept Formation, Secondary School Science, Problem Based Learning, Design, Persuasive Discourse, Secondary School Students, Experimental Groups, Control Groups, Comparative Analysis, Investigations, Science Process Skills, Epistemology, Science Instruction, Multivariate Analysis
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A