The Role of Anomalous Data in Knowledge Acquisition
A Theoretical Framework and Implications for Science Instruction
Bibliographic Data
| ID | 23345490 |
|---|---|
| Authors | Clark A Chinn (0000-0002-5663-7794, Center for the Study of Reading, University of Illinois at Urbana-Champaign), William F Brewer (Center for the Study of Reading, University of Illinois at Urbana-Champaign) |
| Year | 1993 |
| Volume | 63 |
| Issue | 1 |
| Pages | 1-49 |
| Publication date | 1993-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0034-6543 • E-ISSN: 1935-1046 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00346543063001001 |
| OpenAlex | W2166792455 |
| Language | EN |
| Citations received | 153 |
| References cited | 126 |
Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. This article presents a detailed analysis of the ways in which scientists and science students respond to such data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.
Cognitive psychology · Data science · Epistemology · Mathematics education · Nature of Science · Open Science · Order (exchange) · Science education · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Mathematics · Psychology · Science Education and Pedagogy
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| Unique citing works | 153 |
|---|---|
| Citations per year | 4,78 |
| Citation span | 1994 - 2026 (33) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 133 |