Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry

Hapgood, Susanna; Magnusson, Shirley J.; Palincsar, Annemarie Sullivan

doi:10.1207/s15327809jls1304_1

Cited by 63 publications

(58 citation statements)

References 28 publications

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“…They argue that this seems to occur because students understand through reading these APL resources that scientists include argumentation as a means of presenting and weighing evidence and assessing alternatives, and thus they come to better understand the attitudes of uncertainty for both the techniques and results of scientific inquiry, which are subject to continual changes and reexamination. Falk and Yarden (2009) the results from experiments more effectively (Hapgood et al 2004).…”

Section: Addressing Epistemic Ideas In Reading Scientific Argumentsmentioning

confidence: 99%

Korean Middle School Students' Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments

유선아¹

2015

Journal of The Korean Association For Science Education

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An enhanced understanding of the nature of scientific knowledge-what counts as a scientific argument and how scientists justify their claims with evidence-has been central in Korean science instruction. However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. This study investigated Korean middle school students' epistemic ideas about claim, data, evidence, and argument when they engage in reading both text-based and data-inscription arguments. Compared to previous studies, Korean middle school students show a sophisticated understanding of the role of claim and evidence. Yet, these students think that there is only a single way of interpreting data. When comparing students' ideas from text-based and data-inscription arguments, the majority of Korean students barely perceive text description as evidence and recognize only measured data as evidence. Keywords Ⅰ. IntroductionThe epistemic understanding of science-what counts as scientific knowledge and how scientists come to know and warrant their ideashas been recognized as critical to promote science literacy (Archive, 2012;Duschl, 2008). However, despite its importance, scholars are generally concerned about the difficulty of both addressing and improving students' epistemic understanding, especially for students of a young age. Questionnaires developed to assess students' understanding of the professional nature of science (NOS) could be too abstract and thus difficult for the level of elementary and middle school students to understand (Sandoval, 2005). Consequently, these questions elicit only ambiguous ideas, often expressed with very short, unclear answers, making it difficult to make a reliable and useful interpretation. Often students simply answered, "I have no idea." In addition, since these questionnaires hardly situate students in relevant contexts, it could be the case that students rarely reflect and think deeply about these questions and may consider them to be tests evaluating content knowledge. If we want to understand students' ideas and thinking about evidence, it would be best to ask questions, such as "what do you think evidence is?", in situations where they look for or evaluate evidence during their science activities and tasks.Situating students in relevant tasks also allows them to use their epistemic resources, drawn from both their everyday experience and experience with science (Moje, 2007(Moje, , 2010McNeill, 2011).Alternatively, students' epistemic ideas are increasingly addressed in the context of argumentation practice, as this would offer students richer opportunities to reflect on epistemic ideas, such as what can be counted as claim, data, evidence, and argument. In Korea, while there have been growing studies regarding scientific argumentation, little research has been concerned with the connection between student argumentation practice and the epistemic understanding of science (for revie...

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Section: Addressing Epistemic Ideas In Reading Scientific Argumentsmentioning

confidence: 99%

Korean Middle School Students' Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments

유선아¹

2015

Journal of The Korean Association For Science Education

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“…Keterlibatan peserta didik di dalam kelas pada kegiatan akan terlatih dalam hal-hal berikut (a) using data as evidence, (b) evaluating invest-tigative procedures, and (c) making sense of multiple forms of representations [19].Tetapi hal tersebut memerlukan dukungan dari pendidik dalam penciptaan lingkungan belajar bagi peserta didik sepertiteachers need to help develop a classroom culture conducive to inquiry in order for students to be successful with inquiry-based learning [18]. Implementasi inkuiri investigasi sangat tergantung dari kepiawaian pendidik sebagai pengelola proses pembelajaran.…”

Section: Kegiatan Intiunclassified

“…Selain itu, untuk selalu membuat peserta didik berpikir dalam pembelajaran yaitu melalui inkuiri, dan penekanan perbaikan pembelajaran pada metode, materi dan standarnya [25]. Juga peserta didik diajak berpikir mengenai data hasil investigasi melalui pemberian kesempatan sepertito develop an understanding of how and why data are collected as well as how to evaluate data to determine [19]. Hal ini akan membuat peserta didik memahami dengan baik mengenai investigasi, sehingga selalu berpikir untuk mengembangkan investigasi lebih jauh untuk mendapatkan informasi yang lebih luas.…”

Section: Kegiatan Intiunclassified

Model Pembelajaran Berbasis Peningkatan Literasi Sains Dan Implementasinya Dalam Kurikulum Sains SMP 2013

Setiadi¹

2014

J. Pijar MIPA

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Abstrak : Kualitas pembelajaran sains tingkat SMP di Indonesia tergolong rendah dengan ditunjukan bukti hasil tes internasional berupa kemampuan literasi sains dimana kemampuan rata-rata peserta didik Indonesia berada pada posisi paling bawah. Tujuan penelitian ini untuk mengembangkan model pembelajaran sains berbasis peningkatan kemampuan literasi sains peserta didik SMP.Metode penelitian yang digunakan adalah kualitatif dan kuantitatif, Data kualittatif dianalisis secara deskriptif sedangkan data kuantittaif dianalisis menggunakan uji t. Hasil penelitian menunjukan bahwa kemampuan literasi sains kelompok eksperimen signifikanlebih tinggi dibandingkan kelompok kontrol. Pembelajaran pada kelompok eksperimen peserta didik lebih aktif melaksanakan investigasi dan mendiskusikan hasilnya, mengembangkan konteks materi dengan kehidupan dan diperkaya dengan kemampuan mengidentifikasi isuisu dan fenomena sains, Model pembelajaran dapat dilakasanakan dengan baikjika peran dan fungsi peserta didik dan pendidik dalam pembelajaran sesuai dengan tagihan dari model pembelajaran hasil pengembangan. Pendidik diharapkan dapat menerapkan model tersebut dikarenakahasil belajar peserta didik tidak hanya dapat meningkatkan kemampuan literasi sains tetapi juga metode dan keterampilan lmiah, implikasi sains dan teknologi dalam kehidupan sehingga dapat mendukung implementasi kurikulum 2013. Kata kunci: science literacy, junior high school, instructionAbstract : Quality of science instruction of junior high school of Indonesia is grouped intolow level pointed out by international test results of literacy science capabilities in which Indonesia students is got in the lowest posisition. The objective of this study is to develop an instruction model based on improving science literacy capabilities of junior high school students. Qualitative and quantitative method were used in this study. Qualitative data were analyzed descriptively whereas and quantitative were analysed by student t test. The results show that Students' science literacy capability of experiment group is significantly higher than control.The instruction of model developed make students much more active in carrying out investigation and discussion of it's results, develop context of material with daily life situation. Also extend capability of science issues identification and phenomen of science. The instruction model can be implemented well if the function of students and teacher in the instruction as good as what instructionmodel needed. Teachers are suggested apllying the model due to it makes students do not only have better capability of science literacy but also develop students' scientific method,and skills, and science technology implication in societydaily life situation, so can support implementation of 2013 currciulum.

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“…Research (Hapgood, Magnusson, & Palincsar, 2004) has described approaches to structuring materials that support young children learning science and engaging in epistemic practices of science. Hapgood et al (2004) designed materials that included structures to support teachers and students engaging in and learning scientific reasoning.…”

Section: Epistemic Practices: Finding a Place In Curriculum Materialsmentioning

confidence: 99%

“A sketch is like a sentence”: Curriculum structures that support teaching epistemic practices of science

2007

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ABSTRACT:This research reports on a study of curriculum materials development and use compared with the use of existing curriculum materials in an elementary classroom. The research explored the effect of explicit attention to epistemic practices in curriculum materials and the enactment of those materials. Epistemic practices include asking questions, collecting data, making descriptions of observations, finding patterns in the data, and developing scientific reasoning. Scaffolding considered the function, role, and purpose of epistemic practices in the community of science and the production of scientific knowledge. The designed curriculum was compared with an existing pedagogically similar curriculum to consider whether the scaffolding and explicitness affected enactment. Findings lead to the conclusion that enactment was impacted. Specifically, findings show that scaffolding in materials created more instances of students engaging in scientific reasoning. Similarly, the explicit description of epistemic practices supported the teacher in explicitly providing opportunities for children to learn about and use epistemic practices of science. Finally, when using the designed curriculum, teacher modifications during enactment showed to be more consistent with the intended instructional approach and also helpful for children in learning epistemic practices of science.

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Teacher, Text, and Experience: A Case of Young Children's Scientific Inquiry

Cited by 63 publications

References 28 publications

Korean Middle School Students' Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments

Korean Middle School Students' Epistemic Ideas of Claim, Data, Evidence, and Argument When Evaluating and Critiquing Arguments

Model Pembelajaran Berbasis Peningkatan Literasi Sains Dan Implementasinya Dalam Kurikulum Sains SMP 2013

“A sketch is like a sentence”: Curriculum structures that support teaching epistemic practices of science

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