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Facilitating the ability to falsify with support of conditional reasoning in the context of inquiry-based primary science education

在基于探究的小学科学教育背景下，在条件推理的支持下促进证伪能力

基本信息

批准号：
234582103
负责人：
Professorin Dr. Kornelia Möller
金额：
--
依托单位：
Institut für Pädagogik der Elementar- und Primarstufe (WE II)
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2012
资助国家：
德国
起止时间：
2011-12-31 至 2015-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/234582103?language=en
关键词：
Facilitating ability falsify support conditional

项目摘要

The ability to falsify is crucial for conceptual change-based as well as scientific inquiry-based learning. On the one hand, being aware of the inadequacy of one`s theory is a relevant condition for conceptual development, on the other hand testing hypotheses by falsification is a scientific practice. Both aspects, conceptual change and testing hypotheses, are consensually considered as core goals of primary science education within the context of scientific literacy, nationally and internationally.The falsification of hypotheses is based on the perception of discrepancies between accepted assumptions and existing evidence. To do this, however, learners must be able to distinguish pieces of evidence that confirm, disconfirm or are irrelevant to the hypothesis. According to Johnson-Lairds mental model theory, the ability to evaluate evidence appropriately, also known as conditional reasoning, depends on the representation of mental models in working memory. In children, this ability is not yet sufficiently developed. The current project aims to improve falsification and conditional reasoning skills in primary science education. In the first period of application, a cross-sectional study established significant correlations between the ability to reason appropriately and inhibition-capabilities, working memory capacity and domain-general scientific thinking skills. The data was used to develop different instructions to scaffold necessary cognitive operations. The most successful instruction of the laboratory setting will be transformed into an instruction for a natural classroom setting. Thereby it will be investigated how the explicit facilitation of conditional reasoning affects falsification skills, conditional reasoning skills and conceptual change, using quasi-experimental design. We expect that the facilitation of conditional reasoning, including structured phases of generating and testing hypotheses, is necessary to increase appropriate reasoning, falsification skills and to enhance conceptual change.The topic Why does a ball bounce? represents a model lesson for inquiry- and conceptual change-based primary science education. After the project, a guide for primary teachers including instructional examples will be developed.

证伪能力对于基于概念变化的学习以及基于科学探究的学习至关重要。一方面，意识到自己理论的不足是概念发展的相关条件，另一方面，通过证伪来检验假设是一种科学实践。这两个方面，概念的变化和测试的假设，被一致认为是小学科学教育的核心目标，在科学素养的背景下，在国家和国际上，证伪的假设是基于接受的假设和现有证据之间的差异的看法。然而，要做到这一点，学习者必须能够区分证实、不证实或与假设无关的证据。根据Johnson-Lairds心理模型理论，适当评估证据的能力，也称为条件推理，取决于工作记忆中心理模型的表征。在儿童中，这种能力尚未得到充分发展。目前的项目旨在提高小学科学教育中的证伪和条件推理技能。在第一阶段的应用中，一个横断面研究建立了显着的相关关系，适当的推理能力和抑制能力，工作记忆容量和领域一般的科学思维技能。这些数据被用来开发不同的指令，以支撑必要的认知操作。最成功的教学实验室设置将转化为一个自然的课堂设置的指令。本研究采用准实验设计，考察条件推理的外显促进对证伪技能、条件推理技能和概念改变的影响。我们期望促进条件推理，包括结构化阶段的生成和测试假设，是必要的，以增加适当的推理，证伪技能，并提高概念的变化。代表了探究和概念转变为基础的小学科学教育的典范课程。项目结束后，将为小学教师编写一份指南，包括教学实例。