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Abstract
This study investigates the construction of scientific explanations by elementary preservice teachers (PSTs) using the Nature of Scientific Explanations (NOSE) Framework and the Claim- Evidence-Reasoning (CER) model. While contemporary science education stresses the significance of scientific explanations, a clear and universally agreed-upon definition remains elusive. Guided by research questions, the study examines how PSTs’ explanations of a phenomenon fare under both frameworks. Findings indicate that the NOSE Framework offers a comprehensive analysis, encompassing various structural elements and explanation types. In contrast, the CER model focuses primarily on claim, evidence, and reasoning components, often missing the intricacies of complete explanations. The study reveals challenges faced by PSTs in constructing thorough and apt scientific explanations.
This research underscores the necessity of context-specific frameworks for analyzing scientific explanations in educational contexts. Implications encompass the adaptation of the NOSE framework for pedagogical purposes, deeper insight into PSTs’ explanation abilities, and validation of the NOSE framework as a robust assessment tool. The study contributes to enhancing science education practices, emphasizing the complexity of scientific explanations and advocating for dedicated frameworks to effectively evaluate and scaffold this crucial skill.
This research underscores the necessity of context-specific frameworks for analyzing scientific explanations in educational contexts. Implications encompass the adaptation of the NOSE framework for pedagogical purposes, deeper insight into PSTs’ explanation abilities, and validation of the NOSE framework as a robust assessment tool. The study contributes to enhancing science education practices, emphasizing the complexity of scientific explanations and advocating for dedicated frameworks to effectively evaluate and scaffold this crucial skill.
Original language | American English |
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Title of host publication | Annual meeting of the National Association for Research in Science Teaching NARST 2024 |
State | Accepted/In press - Mar 20 2024 |
Event | National Association for Research in Science Teaching - Sheraton Hotel, Denver, United States Duration: Mar 17 2024 → Mar 20 2024 https://narst.org/conferences/2024-annual-conference |
Conference
Conference | National Association for Research in Science Teaching |
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Country/Territory | United States |
City | Denver |
Period | 3/17/24 → 3/20/24 |
Internet address |
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