The Tension between Pattern-Seeking and Mechanistic Reasoning in Explanation Construction: A Case from Chinese Elementary Science Classroom

Autor/inn/en	Tang, Xiaowei; Elby, Andrew; Hammer, David
Titel	The Tension between Pattern-Seeking and Mechanistic Reasoning in Explanation Construction: A Case from Chinese Elementary Science Classroom
Quelle	In: Science Education, 104 (2020) 6, S.1071-1099 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Xiaowei) ORCID (Elby, Andrew) ORCID (Hammer, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21594
Schlagwörter	Foreign Countries; Pattern Recognition; Logical Thinking; Concept Formation; Teaching Methods; Bias; National Standards; National Curriculum; Ambiguity (Context); Academic Standards; Science Education; China; United States + Suchen Sie Ihr Suchwort? Ausland; Mustererkennung; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; USA
Abstract	Through analysis of a classroom lesson led by a decorated teacher, we illustrate how instructional practices favor students seeking empirical patterns at the expense of using mechanistic reasoning. In the lesson, when students spontaneously come up with hypothetical mechanisms to explain why a light bulb in an electric circuit does or does not light, the teacher, following the guidance of standardized curricula, redirects them toward pattern-seeking. We argue that this bias toward pattern-seeking in Chinese national standards and curricula, along with ambiguity in those documents on what an "explanation" is, sits in tension with students' productive abilities and propensities for engaging in mechanistic explanation. In discussion, we extend the argument to show a less severe but similar bias toward pattern-seeking in the United States' Next Generation Science Standards. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01