Experimenting with magnetism: Ways of learning of Joann and Faraday

Cavicchi, Elizabeth

doi:10.1119/1.18675

Cited by 24 publications

(12 citation statements)

References 16 publications

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“…Relying in part on the continuation of the student conversation introduced above, we documented how, without being guided by a formulaic scientiÞc method, students could engage in productive scientiÞc inquiry, and teachers could value that activity as productive scientiÞc inquiry. With this established with our data, and supported by the research literature (Cavicchi, 1997;Hammer, 1995;Hammer et al, 2005;Rosenberg, Hammer, & Phelan, 2006;Sherin, diSessa, & Hammer, 1993;Smith, Maclin, Houghton, & Hennessey, 2000;Warren & Rosebery, 1995), we then use data to argue that attending to the scientiÞc method as commonly taught in schools (Carey & Smith, 1989;Windschitl, 2004) can distract both teachers and students from attending to students' productive scientiÞc inquiry.…”

Section: Revisiting the Opening Scenario: Scientific Methods Or Scientmentioning

confidence: 75%

The scientific method and scientific inquiry: Tensions in teaching and learning

et al. 2009

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Typically, the scientiÞc method in science classrooms takes the form of discrete, ordered steps meant to guide students' inquiry. In this paper, we examine how focusing on the scientiÞc method as discrete steps affects students' inquiry and teachers' perceptions thereof. To do so, we study a ninth-grade environmental science class in which students Þrst reviewed a typical version of the scientiÞc method, then brainstormed about which sites on school grounds could be good earthworm habitats and how to test their ideas. Our discourse analysis explores the dynamics between the "steps" of the scientiÞc method and students' engagement in more authentic scientiÞc inquiry. We argue that focusing on the scientiÞc method as discrete steps can distract students from their ongoing, productive

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Section: Revisiting the Opening Scenario: Scientific Methods Or Scientmentioning

confidence: 75%

The scientific method and scientific inquiry: Tensions in teaching and learning

et al. 2009

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“…Gorman showed how the laboratory study of scientific thinking can be used as the basis for a deep understanding of thinking in a domain closely related to that of scientific discovery. Like Cavicchi (1997), his work has used the replication of objects in the service of both understanding and as a tool in education.…”

Section: Discussionmentioning

confidence: 97%

Replication and the Experimental Ethnography of Science

Tweney

2004

J Cogn Cult

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The present paper attempts to define an experimental ethnography as an approach to the understanding of scientific thinking. Such an ethnography relies upon the replication of contemporary and historical scientific practices as a means of capturing the cultural and cognitive meanings of the practices in question. The approach is contrasted to the typical kind of laboratory experiment in psychology, and it is argued that replications of scientific practices can reveal dimensions of the microstructure of science and of its context that otherwise may remain invisible. An extended example is presented, based upon replications of the experimental procedures used by Michael Faraday (1791-1867) in 1856 during his examination of the optical properties of gold.

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“…In my view, even Faraday's "ways of knowing" (Cavicchi, 1997) are force centered; for him, one came to know the world partly by making the proper epistemic artifacts. In similar fashion we seek to make Faraday's model-based world of gold films and ruby fluids legible to us.…”

Section: Conclusion -Epistemic Artifactsmentioning

confidence: 93%

“…For similar views on the value of replication, seeCavicchi, 1997;Kurz & Hertwig, 2001;and Gooding, 1990. …”

mentioning

confidence: 97%

Model-Based Reasoning

Magnani¹,

Nersessian²

2002

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1 0 9 8 7 6 5 4 3 2 1 A C.I.P. record for this book is available from the Library of Congress. Ali rights reservedNo part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mecbanical, photocopying, microfilming, recording, or otherwise, without written permission frorn the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.vii viii models are retrieved or constructed on the basis of potentially satisfying salient constraints of the target domain. Moreover, in the modeling process, various forms of abstraction are used. Evaluation and adaptation take place in light of structural, causal, and/or functional constraints. Model simulation can be used to produce new states and enable evaluation of behaviors and other factors.The various contributions of the book are written by interdisciplinary researchers who are active in the area of creative reasoning in science and technology: the most recent results and achievements about the topics above are illustrated in detail in the papers.The conference, and thus indirectly this book, was made possible through the generous financial support of the MURST (Italian Ministry of the University), University of Pavia, CARIPLO (Cassa di Risparmio delle Provincie Lombarde) and of Georgia Institute of Technology. Their support is gratefully acknowledged.The editors express their appreciation to the other co-chair of the conference K. Knoespel (Georgia Institute of Technology, Atlanta, GA, USA), and to the members of the Scientific Committee for their suggestions and assistance: A. Bostrom,

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Experimenting with magnetism: Ways of learning of Joann and Faraday

Cited by 24 publications

References 16 publications

The scientific method and scientific inquiry: Tensions in teaching and learning

The scientific method and scientific inquiry: Tensions in teaching and learning

Replication and the Experimental Ethnography of Science

Model-Based Reasoning

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