Towards a hypothetical learning progression of scientific explanation
In: Asia-Pacific Science EducationDepartment of Physics Education, Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel 24118, Germany.
National Center for School Curriculum and Textbook Development, Ministry of Education, Beijing 100029, China.
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The construction of scientific explanations, as a key scientific practice, has been highlighted in policy documents. However, research suggests that students lack competence in constructing scientific explanations and this is due to a lack of appropriate scaffolding in science instruction. To address this problem, researchers have developed the Claim-Evidence-Reasoning framework, as scaffolding for constructing scientific explanations. Derived from that framework, a learning progression of scientific explanations has been proposed for the entry point of K-12 science education. However, a clarification on the theoretical foundation of the Claim-Evidence-Reasoning framework and a further extending of the learning progression of scientific explanation has been called for. Therefore, in this paper we aim to add to this research area by first refining its theoretical foundations. More specifically, through linking perspectives on scientific explanations in philosophy of science and in science education, we develop the Phenomena-Theory-Data- Reasoning framework. Then we design a hypothetical learning progression of scientific explanation, based on the Phenomena-Theory-Data-Reasoning framework. The paper ends with a discussion of implications for future research and instruction on scientific explanation in science education.
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Towards a hypothetical learning progression of scientific explanation
In: Asia-Pacific Science EducationDepartment of Physics Education, Leibniz Institute for Science and Mathematics Education at Kiel University, Kiel 24118, Germany.
National Center for School Curriculum and Textbook Development, Ministry of Education, Beijing 100029, China.
Search for other papers by Jian-Xin Yao in
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PubMed
Search for other papers by Yu-Ying Guo in
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Google Scholar
PubMed
Search for other papers by Knut Neumann in
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Google Scholar
PubMed
The construction of scientific explanations, as a key scientific practice, has been highlighted in policy documents. However, research suggests that students lack competence in constructing scientific explanations and this is due to a lack of appropriate scaffolding in science instruction. To address this problem, researchers have developed the Claim-Evidence-Reasoning framework, as scaffolding for constructing scientific explanations. Derived from that framework, a learning progression of scientific explanations has been proposed for the entry point of K-12 science education. However, a clarification on the theoretical foundation of the Claim-Evidence-Reasoning framework and a further extending of the learning progression of scientific explanation has been called for. Therefore, in this paper we aim to add to this research area by first refining its theoretical foundations. More specifically, through linking perspectives on scientific explanations in philosophy of science and in science education, we develop the Phenomena-Theory-Data- Reasoning framework. Then we design a hypothetical learning progression of scientific explanation, based on the Phenomena-Theory-Data-Reasoning framework. The paper ends with a discussion of implications for future research and instruction on scientific explanation in science education.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 0 | 0 | 0 |
| Full Text Views | 1008 | 124 | 13 |
| PDF Views & Downloads | 1082 | 127 | 5 |
