Can Engaging in Science Practices Promote Deep Understanding of Them?

Autor/inn/en	Kuhn, Deanna; Arvidsson, Toi Sin; Lesperance, Rosiane; Corprew, Rainikka
Titel	Can Engaging in Science Practices Promote Deep Understanding of Them?
Quelle	In: Science education, 101 (2017) 2, S. 232-250Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21263
Schlagwörter	Schüler; Naturwissenschaftlicher Unterricht; Partizipation; Wissenschaftliches Arbeiten; Verständnisförderung
Abstract	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.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3