Conceptual and Epistemic Aspects of Students' Scientific Explanations
Conceptual and Epistemic Aspects of Students' Scientific Explanations
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学生科学解释的概念和认知方面
DOI：
10.1207/s15327809jls1201_2
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发表时间：
2003
影响因子：
3.8
通讯作者：
W. Sandoval
中科院分区：
文献类型：
--
作者：
W. Sandoval
本文探讨了学生对科学本质的认识论思想如何与他们对特定领域的概念性理解相互作用，这反映在高中学生通过技术支持的进化课程构建的自然选择事件的书面解释中。旨在解开解释的概念和认识方面的分析表明，群体寻求合理的因果帐户的观察数据，并敏感的因果一致性的需要，同时阐明与自然选择理论相一致的解释。然而，研究小组往往没有明确引用数据来支持关键主张，这既是因为难以解释数据，也是因为他们似乎没有看到明确的证据对解释至关重要。这些研究结果表明，学生有生产性的认识资源，使承担在调查过程中，但强调需要一个认识性的话语周围的学生产生的文物，以加深概念和认识论的理解，学生可能通过调查。
This article explores how students' epistemological ideas about the nature of science interact with their conceptual understanding of a particular domain, as reflected in written explanations for an event of natural selection constructed by groups of high school students through a technology-supported curriculum about evolution. Analyses intended to disentangle conceptual and epistemic aspects of explanation reveal that groups sought plausible causal accounts of observed data, and were sensitive to the need for causal coherence, while articulating explanations consistent with the theory of natural selection. Groups often failed to explicitly cite data to support key claims, however, both because of difficulty in interpreting data and because they did not seem to see explicit evidence as crucial to an explanation. These findings reveal that students have productive epistemic resources to bring to bear during inquiry, but highlight the need for an epistemic discourse around student-generated artifacts to deepen both the conceptual and epistemological understanding students may develop through inquiry.