Literaturnachweis - Detailanzeige
| Autor/inn/en | Gil, Victor M. S.; Paiva, Joao Carlos |
|---|---|
| Titel | Questions and How to Differentiate "Prediction" and "Explanation" in Chemistry Teaching and Learning |
| Quelle | In: Journal of Chemical Education, 87 (2010) 12, S.1324-1328 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/ed100531b |
| Schlagwörter | Textbooks; Models; Prediction; Chemistry; Academic Achievement; Teaching Methods; Learning; Correlation; Science Education; Theories; Higher Education; Foreign Countries; Portugal |
| Abstract | Any student is expected to know that correct prediction is a necessary, but not a sufficient, condition any theory must meet to be acceptable. However, an eventual weakening of reflective and critical attitudes when dealing with "whats" and "whys" in science learning can easily lead to an identification of the predictive success of a given theoretical model, albeit useful as an intermediate state of reasoning, with the fundamental explanatory power of such a model. This is not always taken into proper consideration by teachers and textbooks. Examples from chemistry teaching are discussed in this paper. (Contains 1 figure.) (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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