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From 'try it and see' to strategic exploration: characterizing young children's scientific reasoning

journal contribution
posted on 01.01.2004, 00:00 authored by Russell TytlerRussell Tytler, S Peterson
This 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 teaching

Volume

41

Issue

1

Pagination

94 - 118

Publisher

John Wiley & Sons, Inc.

Location

Hoboken, N.J.

ISSN

0022-4308

eISSN

1098-2736

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2003, Wiley Periodicals, Inc.