Case Analysis of Children's Reasoning in Problem-Solving Process

Autor/inn/en	Kim, Mijung; Pegg, Jerine
Titel	Case Analysis of Children's Reasoning in Problem-Solving Process
Quelle	In: International Journal of Science Education, 41 (2019) 6, S.739-758 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Mijung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1579391
Schlagwörter	Case Studies; Problem Solving; Thinking Skills; Critical Thinking; Science Instruction; Discourse Analysis; Teacher Role; Elementary School Students; Elementary School Teachers; Evidence Based Practice; Intervention; Teaching Methods; Scaffolding (Teaching Technique); Units of Study; Energy + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Problemlösen; Denkfähigkeit; Kritisches Denken; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Diskursanalyse; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Energie
Abstract	Recognising critical reasoning and problem-solving as one of the key skills for twenty-first century citizenship, various types of problem contexts have been practiced in science classrooms to enhance students' understandings and use of evidence-based thinking and justification. Good problems need to allow students to adapt and evaluate the effectiveness of their knowledge, reasoning and problem-solving strategies. When students are engaged in complex and open-ended problem tasks, it is assumed their reasoning and problem-solving paths become complex with creativity and evidence in order to justify their conclusion and solutions. This study investigated the levels of reasoning evident in student discourse when engaging in different types of problem-solving tasks and the role of teacher interactions on students' reasoning. Fifteen students and a classroom teacher in a Grade 5-6 classroom participated in this study. Through case analyses, the study findings suggest that (a) there was no clear co-relation between certain structures of problem tasks and the level of reasoning in students' problem-solving discourse, (b) students exhibited more data-based reasoning than evidence-based and rule-based justification in experiment-based problem-solving tasks, and (c) teacher intervention supported higher levels of student reasoning. Pedagogical reflections on the difficulties of constructing effective problem-solving tasks and the need for developing teacher scaffolding strategies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01