Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts

Autor/inn/en	Donnelly, Dermot F.; Namdar, Bahadir; Vitale, Jonathan M.; Lai, Kevin; Linn, Marcia C.
Titel	Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts
Quelle	In: Journal of Research in Science Teaching, 53 (2016) 9, S.1341-1363 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21331
Schlagwörter	Science Instruction; Evolution; Cues; Grade 7; Middle School Students; Teacher Attitudes; Interviews; Pretests Posttests; Teaching Methods; Instructional Effectiveness; Comparative Analysis; Computer Assisted Instruction; Writing (Composition); Science Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Stichwort; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Computer based training; Computerunterstützter Unterricht; Schreibübung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	In this study, we explore how two different prompt types within an online computer-based inquiry learning environment enhance 392 7th grade students' explanations of evolution with three teachers. In the "elaborating" prompt condition, students are prompted to write explanations that support the accepted theory of evolution. In the "competing" prompt condition, students are prompted to write explanations that differentiate two views of evolution associated with Darwin and Lamarck. Data sources included a pretest and posttest, an embedded item, observations, logged teacher guidance, and teacher interviews. Findings show similar pretest to posttest gains in students' understanding of evolution for both conditions, but this pattern was not uniform across all three teachers. For one teacher, students who received competing theory prompts produced significantly higher gains than those who received elaborating theory prompts. A closer look at embedded student work reveals a higher degree of teacher participation (i.e., grading and guidance) than for the other teachers. Our findings illustrate how helping students distinguish between competing scientific claims can support learning in an inquiry unit, but may require a higher degree of teacher participation and reinforcement. We discuss the implications of these findings for enhancing students' scientific explanations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01