Tracing young children's scientific reasoning

Tytler, Russell and Peterson, Suzanne 2003, Tracing young children's scientific reasoning, Research in science education, vol. 33, no. 4, pp. 433-465.

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Title Tracing young children's scientific reasoning
Author(s) Tytler, Russell
Peterson, Suzanne
Journal name Research in science education
Volume number 33
Issue number 4
Start page 433
End page 465
Publisher Kluwer
Place of publication The Netherlands
Publication date 2003-10-31
ISSN 0157-244X
1573-1898
Keyword(s) conceptual change
learning and development
science inquiry
science investigations
science process
scientific epistemology
scientific reasoning
student conceptions
Summary This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school.
Language eng
Field of Research 170103 Educational Psychology
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2003
Copyright notice ©2003, Kluwer Academic Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002097

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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