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Journal of Science Teacher Education

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01.02.2010

Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

verfasst von: Erin Dolan, Julia Grady

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2010

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Abstract

Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students’ reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that represented “best case scenarios” for inquiry teaching, we adapted and applied a matrix to categorize the complexity of students’ reasoning. Our results revealed points when students’ reasoning was quite complex and occasions when their reasoning was limited by the curriculum, instructional choices, or students’ unprompted prescription. We propose that teachers use the matrix as a springboard for reflection and discussion that takes a sustained, critical view of inquiry teaching practice.

Vorheriger Artikel Development of Instruments to Assess Teacher and Student Perceptions of Inquiry Experiences in Science Classrooms

Nächster Artikel Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007

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Titel: Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry
verfasst von: Erin Dolan
Julia Grady
Publikationsdatum: 01.02.2010
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2010
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9154-7

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