THE THINKING OF STUDENTS AGED 15-18 IN EXPLAINING THE DISSOLUTION PHENOMENON

现象 因果推理 数学教育 心理学 逻辑推理 定性推理 因果模型 自然(考古学) 认识论 认知 数学 统计 哲学 考古 神经科学 历史
作者
Guanxue Shi,Shanshan Lu,Hualin Bi
出处
期刊:Journal of Baltic Science Education [Scientia Socialis Ltd]
卷期号:22 (2): 337-356
标识
DOI:10.33225/jbse/23.22.337
摘要

Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students' causal reasoning. Given the importance of core ideas for students’ understanding of how and why a phenomenon occurs, the study focused on the relationship between students' understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students' reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students' drawings of atoms/molecules interactions, the study summarized performance in the association category. Students’ performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. Keywords: core ideas understanding, causal reasoning, dissolution phenomenon, small-sample qualitative study
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