Enriching Students' Scientific Thinking through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk

Autor/inn/en	Murphy, P. Karen; Firetto, Carla M.; Greene, Jeffrey A.
Titel	Enriching Students' Scientific Thinking through Relational Reasoning: Seeking Evidence in Texts, Tasks, and Talk
Quelle	In: Educational Psychology Review, 29 (2017) 1, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-016-9387-x
Schlagwörter	Stellungnahme; Thinking Skills; Standards; Science Education; Logical Thinking; STEM Education; Teaching Methods; Elementary Secondary Education; Discourse Analysis; Classroom Communication + Suchen Sie Ihr Suchwort? Denkfähigkeit; Standard; Naturwissenschaftliche Bildung; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Klassengespräch
Abstract	As reflected in the Next Generation Science Standards, concerns about the adequacy of education and career preparation in science, technology, engineering, and mathematics (STEM) fields have led to fundamental shifts in the focus of K-12 science education. Such shifts are also highlighted in many of the articles within this special issue, and the issue focus on the role of relational reasoning in learning in STEM domains. Within this commentary, we reflect upon how the articles within this special issue align with, and shed new light on, the Next Generation Science Standards (NGSS), specifically with respect to relational reasoning. We then describe a novel pedagogical approach designed to augment students' acquisition of NGSS practices and core ideas (i.e., Quality Talk Science (QTs)) and how evidence from our research on QTs has shown increases in relational reasoning. In this section, we also provide multiple discourse excerpts that serve as exemplars for each of the four types of relational reasoning (i.e., analogy, anomaly, antinomy, and antithesis). Finally, we present specific exemplars from QTs that reinforce the ideas and findings forwarded by the authors of each of the papers within this special issue and propose some thoughts regarding future directions for research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01