Breadth and relevance of multivariable inquiry supports deep understanding of science practice
Bibliographic Data
| ID | 21392863 |
|---|---|
| Authors | Rosiane Lesperance (Department of Human Development Teachers College Columbia University New York City New York USA), Deanna Kuhn (0000-0002-1321-3289, Department of Human Development Teachers College Columbia University New York City New York USA, corresponding author) |
| Year | 2023 |
| Volume | 107 |
| Issue | 1 |
| Pages | 71-88 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21778 |
| OpenAlex | W4310128738 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
The most important understanding science students should acquire is arguably an understanding of science as a way of knowing, one central to science but not specific to it. Students' own engagement in scientific inquiry and argument can support this developing understanding but does not guarantee it. We report the results of urban adolescents' participation in an extended intervention engaging them in guided inquiry and argument in exploring a multivariable database. Delayed posttest assessments with new content confirmed progress in developing the rich multivariable causal reasoning essential to science. Accompanying this progress was progress in understanding scientific practice, shown in the way students approached reconciling contrasting scientific claims, displaying understanding of when contrasting causal claims conflict with one another and require resolution and when they do not because they work together in a multivariable causal system. Such understanding is a prerequisite to the critical scientific endeavor of resolving diverging claims. Students showed greater benefits in these respects when the intervention activities involved content personally relevant to them and spanned more than one topic
Argument (complex analysis) · Engineering ethics · Epistemology · Intervention (counseling) · Mathematics education · Multivariable calculus · Philosophy of science · Political science · Relevance (law) · Science education · Chemistry · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Argument to Foster Scientific Literacy
Understanding students' practical epistemologies and their influence on learning through inquiry
Practicing versus inventing with contrasting cases
Teaching and learning science as argument
The place of argumentation in the pedagogy of school science
Enhancing the quality of argumentation in school science
Science as argument
Meta-Analysis of Inquiry-Based Learning
Argumentation in science education as an evolving concept
Explaining the Evidence
The development of scientific thinking skills in elementary and middle school
When and where do we apply what we learn
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |