科学教育
科学的本质
科学哲学
论辩的
科学知识社会学
科学传播
科学素养
社会学
作者
E. Michael Nussbaum,Gale M. Sinatra,Anne M. Poliquin
标识
DOI:10.1080/09500690701545919
摘要
We hypothesized that instruction in the criteria of scientific arguments, in combination with constructivist epistemic beliefs, would produce greater learning about physics concepts. The study was a randomized experiment, where college undergraduates (n = 88) discussed, in pairs over the Web, several physics problems related to gravity and air resistance. Prior to their discussions, one‐half of the dyads received information on the nature of scientific arguments. All students were classified epistemologically as relativists, multiplists, or evaluativists. We found that students in the treatment group incorporated more scientific criteria into their discussion notes and accordingly developed better arguments on several dimensions. In addition, significantly more participants in the treatment group adopted the correct answer to one of the problems. Outcomes also differed in relation to students’ epistemic beliefs. Specifically, multiplists were less critical of inconsistencies and misconceptions, and intera...
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