What Do Young Science Students Need to Learn About Variables?

Autor/in	Kuhn, Deanna
Titel	What Do Young Science Students Need to Learn About Variables?
Quelle	In: Science education, 100 (2016) 2, S. 392-403Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21207
Schlagwörter	Prozedurales Wissen; Unterrichtserfolg; Variable; Erkenntnistheorie
Abstract	Have the Next Generation Science Standards fulfilled a goal of specifying the objectives of precollege science education in clear and exact enough terms to make them readily implementable? Using students' understanding of the concept of a variable as a case in point, the author suggests that the standards, despite their seeming precision and clarity, leave critical questions not fully answered regarding what K-12 students need to master to be judged knowledgeable regarding scientific practices. This is especially the case given that scientific practices entail not only procedural knowledge but also epistemic understanding, i.e., the purposes and ends toward which practices are conducted. If the teacher does not fully appreciate the epistemic component and lacks deep understanding of procedures, engaging students in related activities is less likely to seem worthwhile to the teacher and in turn to students, leaving teachers tempted to focus attention on content-defined learning, where goals are clearer.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2019/3