Critical Thinking in Primary Science through a Guided Inquiry Pedagogy: A Semiotic Perspective

Autor/inn/en	Kirk, Melinda; Tytler, Russell; White, Peta
Titel	Critical Thinking in Primary Science through a Guided Inquiry Pedagogy: A Semiotic Perspective
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 6, S.615-637 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kirk, Melinda) ORCID (Tytler, Russell) ORCID (White, Peta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2023.2191181
Schlagwörter	Critical Thinking; Elementary School Science; Semiotics; Cooperative Learning; Elementary School Students; Elementary School Mathematics; Interdisciplinary Approach; Instructional Design + Suchen Sie Ihr Suchwort? Kritisches Denken; Semiotik; Kooperatives Lernen; Elementare Mathematik; Schulmathematik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demonstrates a recursive process of collaborative construction, reviewing and refinement of representational systems and models. The multimodal epistemic practices of the discipline, involving the generation, evaluation and refinement of the semiotic systems that frame scientific ideas and practices are presented to both stimulate and support generative critical thinking. How semiotic systems in primary science can provide a focus, stimulus, and tool, for not only students' generative critical thinking but also teacher monitoring and support is presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01