Abstract
As described in the US Next Generation Science Standards, scientific practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Duschl, R. A., & Grandy, R. E. (Eds.). (2008). Teaching scientific inquiry: Recommendations for research and implementation. Rotterdam, Netherlands: Sense Publishers.
Garcia-Mila, M., & Andersen, C. (2007). Developmental change in note-taking during scientific inquiry. International Journal of Science Education, 29, 1035–1058. Retrieved from http://dx.doi.org/10.1080/09500690600931103
Garcia-Mila, M., & Andersen, C. (2009). Cognitive foundations of learning argumentation. In S. Erduran & M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 29–47). Dordrecht, Netherland: Springer. Retrieved from http://dx.doi.org/10.1007/978-1-4020-6670-2_2
Garcia-Mila, M., Andersen, C., & Rojo, N. E. (2011). Elementary students’ laboratory record keeping during scientific inquiry. International Journal of Science Education, 33, 915–942. Retrieved from http://dx.doi.org/10.1080/09500693.2010.480986
Kuhn, D., Garcia-Mila, M., Zohar, A., & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4, Serial No. 245). Retrieved from http://dx.doi.org/10.2307/1166059
Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43, 268–273. Retrieved from http://dx.doi.org/10.1207/s15430421tip4304_4
Popper, K. R. (1965). Conjectures and refutations: The growth of scientific knowledge. New York, NY: Harper Torch Books.
Schauble, L., Klopfer, L. E., & Raghavan, K. (1991). Students’ transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28, 859–882. Retrieved from http://dx.doi.org/10.1002/tea.3660280910
Siegler, R. S., & Liebert, D. E. (1975). Acquisition of formal scientific reasoning by 10- and 13-year-olds: Designing a factorial experiment. Developmental Psychology, 11, 401–402. Retrieved from http://dx.doi.org/10.1037/h0076579
Tschirgi, J. E. (1980). Sensible reasoning: A hypothesis about hypotheses. Child Development, 51, 1–10. Retrieved from http://dx.doi.org/10.2307/1129583
Zoller, U., & Nahum, T. L. (2012). From the teaching to KNOW to learning to THINK in science education. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 209–229). Dordrecht, Netherland: Springer. Retrieved from http://dx.doi.org/10.1007/978-1-4020-9041-7_16
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Andersen, C., Garcia-Mila, M. (2017). Scientific Reasoning During Inquiry. In: Taber, K.S., Akpan, B. (eds) Science Education. New Directions in Mathematics and Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-749-8_8
Download citation
DOI: https://doi.org/10.1007/978-94-6300-749-8_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-749-8
eBook Packages: EducationEducation (R0)