识别学生的科学推理：一种在探究式教学中对推理复杂性进行分类的工具。
Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry.
作者信息
Dolan Erin, Grady Julia
机构信息
Department of Biochemistry, Fralin Life Science Institute, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061, USA,
出版信息
J Sci Teacher Educ. 2010 Feb 1;21(1):31-55. doi: 10.1007/s10972-009-9154-7.
Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that represented "best case scenarios" for inquiry teaching, we adapted and applied a matrix to categorize the complexity of students' reasoning. Our results revealed points when students' reasoning was quite complex and occasions when their reasoning was limited by the curriculum, instructional choices, or students' unprompted prescription. We propose that teachers use the matrix as a springboard for reflection and discussion that takes a sustained, critical view of inquiry teaching practice.
探究式教学因其鼓励学生进行科学推理的潜力而受到推崇。然而，即使实施了探究式教学，学生推理的复杂性可能仍会受到限制或不均衡。我们描述了一种分析工具，用于识别学生在探究式教学中何时进行复杂推理。利用代表探究式教学“最佳案例场景”的课堂，我们改编并应用了一个矩阵来对学生推理的复杂性进行分类。我们的结果揭示了学生推理相当复杂的时刻，以及他们的推理受到课程、教学选择或学生自发设定限制的情况。我们建议教师将该矩阵作为反思和讨论的跳板，对探究式教学实践持持续、批判性的观点。
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