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From 'try it and see' to strategic exploration: characterizing young children's scientific reasoning
journal contribution
posted on 2004-01-01, 00:00 authored by Russell TytlerRussell Tytler, S PetersonThis article explores ways of characterizing different dimensions and levels of scientific reasoning in early elementary school children, in the context of open explorations. The article focuses on children's performance on three probes which involve using evidence to generate and evaluate knowledge claims. A number of dimensions have been used to characterize children's approaches to exploration and knowledge construction, which demonstrate the interrelationship between conceptual knowledge and scientific reasoning. Children differed markedly across these dimensions, yet individual children were relatively consistent in their approach to the tasks. The major differences in performance are linked to fundamental distinctions in the way ideas are viewed in relation to evidence.
History
Journal
Journal of research in science teachingVolume
41Issue
1Pagination
94 - 118Publisher
John Wiley & Sons, Inc.Location
Hoboken, N.J.Publisher DOI
ISSN
0022-4308eISSN
1098-2736Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2003, Wiley Periodicals, Inc.Usage metrics
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