Towards a Philosophically Guided Schema for Studying Scientific Explanation in Science Education

Alameh, Sahar; Abd‐El‐Khalick, Fouad

doi:10.1007/s11191-018-0021-9

Cited by 15 publications

(13 citation statements)

References 28 publications

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“…The model considers a scientific explanation based on the common perception of a particular phenomenon. However, the definition for the term scientific itself has experienced a shift regarding the students' grade, previous knowledge, and several external factors that depend on the teacher (Alameh & Abd-El-Khalick, 2018). Kitcher (1989) revealed the explanatory concepts, including (1) the headline capacity to represent the explanatory theory and answer the why question in order to discuss the relation of one element with others; (2) the description of causing factors to identify the causal relationships; and (3) the causes that emerge the why questions and explanation to the causes based on the certain facts and events.…”

Section: Explanatory Writing Skillmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Palupi¹,

Subiyantoro²,

Rukayah³

et al. 2020

INT J INSTRUCTION

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The study aims to compare the effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) model. A number of prior studies have implemented the GIL model for a limited area such as science. Similar to the PBL learning design, the previous studies that highlighted the application of GIL model was commonly targeted to find out its comparison with the traditional learning models. There was no relevant study that specifically compared both models in the explanatory writing activity to discuss the human respiratory system and its disturbances. The current study applied a quasi-experimental design by involving the fifth-grade primary school students of the 2018/19 academic year in Surakarta as the population. Meanwhile, the sample consisted of 162 students that were selected through multi-stage sampling. The data consisted of the students' explanatory writing test scores that were analyzed through a one-way ANOVA. The findings confirm that the GIL model is considered more effective than PBL for the explanatory writing activity due to the students' concrete operational age that still requires teacher-centred guidance in producing explanatory texts. With regards to the condition, the PBL model cannot offer effectiveness for the explanatory writing activity, as the model mainly emphasizes the students' problem-solving skills.

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Section: Explanatory Writing Skillmentioning

confidence: 99%

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

Palupi¹,

Subiyantoro²,

Rukayah³

et al. 2020

INT J INSTRUCTION

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show abstract

“…Philosophers concern the ideological and historical aspects of scientific explanation. Research scientists apply different explanation models in practices (Edgington, 1997;Alameh and Abd-El-Khalick, 2018). The nature of scientific explanations is a set of implicitly shared cultural elements within the specific field (Edgington, 1997).…”

Section: Scientific Explanation and Associated Assessmentsmentioning

confidence: 99%

“…The nature of scientific explanations is a set of implicitly shared cultural elements within the specific field (Edgington, 1997). Scientific explanations in science education have looser philosophical grounds (Edgington, 1997) and seem to be left undefined among researchers and practitioners (Alameh and Abd-El-Khalick, 2018). Constructing scientific explanation in K-12 context serves at least two purposes: (1) as means to evoke students' conceptual understanding of scientific phenomena and mechanisms and (2) as guidance for engaging students in scientific inquiry (Kuhn and Reiser, 2005).…”

Section: Scientific Explanation and Associated Assessmentsmentioning

confidence: 99%

An International Comparative Study of Students' Scientific Explanation Based on Cognitive Diagnostic Assessment

Yang

et al. 2021

Front. Psychol.

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Scientific explanation is one of the most core concepts in science education, and its mastery level is crucial for a deep understanding of the nature of science. As a new generation of assessment theory, cognitive diagnostic assessment (CDA) can get the knowledge of students' mastery of fine-grained knowledge. Based on the extant research, this research has formed eight attributes of scientific explanation concepts. By coding the Trends in International Mathematics and Science Study (TIMSS) test items, a CAD tool was formed. Data collected from 574 Grade 4 students in Hangzhou, China, combined with the data of the United States, Singapore, Australia, the United Kingdom, and Russia, were used in our study. The Deterministic Inputs, Noisy “And” gate (DINA) model was used to analyze the results from three aspects: the probability of mastery of attributes, the international comparison of knowledge states, and the analysis of learning paths. This study provided a new perspective from a CDA approach on the assessment of scientific explanation.

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“…Outra forma de abordar elementos da NdC na Educação em Ciências é focar em explicações científicas (Alameh & Abd-El-Khalick, 2018;Braaten & Windschitl, 2011;McCain, 2015). Pode-se pensar em dois grandes polos em torno dos quais as pesquisas sobre Explicações se distribuem.…”

Section: Introductionunclassified

“…Já o outro polo parte de uma abordagem mais teórica, e principalmente filosófica, sobre o papel que explicações desempenham na Ciência (Alameh & Abd-El-Khalick, 2018;Braaten & Windschitl, 2011;Norris, Guilbert, Smith, Hakimelahi, & Phillips, 2005). Entre as muitas questões abordadas por esses autores, destacamos uma: a justificação do conhecimento científico, com foco especificamente na escolha entre explicações concorrentes.…”

Section: Introductionunclassified

A Inferência À Melhor Explicação Como Heurística Para Abordar Episódios Históricos No Ensino De Ciências Por Meio De Controvérsias Explicativas

Rodrigues

Pereira

2020

IENCI

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Este artigo propõe usar a Inferência à Melhor Explicação (IME) como forma de abordar aspectos da natureza da ciência, por meio de controvérsias explicativas históricas. A Inferência à Melhor Explicação é um tema de discussão na epistemologia que aborda a justificação e racionalidade do conhecimento. Seu foco é o estudo das condições que levaram uma explicação a ser considerada superior a suas concorrentes em um contexto específico. Neste trabalho, essa perspectiva é adaptada para analisar o conflito entre explicações científicas em momentos específicos da história da ciência. O foco é problematizar os fundamentos epistêmicos e culturais que sustentaram a defesa de explicações propostas ao longo do curso do episódio histórico sob discussão. Um dos objetivos é que essa discussão possa ser feita em contextos como a educação básica e a formação de professores, de modo a evitar as posições extremas da oposição entre concepções estruturalistas e relativistas sobre a ciência. Para isso, são apresentados alguns conceitos-chave da IME, seguida de uma proposta de como adaptá-los para o uso em contexto educacional. A título de ilustração, a perspectiva é empregada ao episódio histórico da explicação do efeito fotoelétrico, durante as primeiras décadas do século XX. No episódio em questão, são abordadas questões como: o papel da comunidade científica na avaliação do conhecimento científico, a indeterminação das teorias científicas pelas evidências disponíveis, e a influência de interesses pessoas na avaliação de teorias científicas.

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Towards a Philosophically Guided Schema for Studying Scientific Explanation in Science Education

Cited by 15 publications

References 28 publications

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill

An International Comparative Study of Students' Scientific Explanation Based on Cognitive Diagnostic Assessment

A Inferência À Melhor Explicação Como Heurística Para Abordar Episódios Históricos No Ensino De Ciências Por Meio De Controvérsias Explicativas

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