Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning
dc.contributor.author | McNeill, Katherine L. | en_US |
dc.contributor.author | Krajcik, Joseph S. | en_US |
dc.date.accessioned | 2008-01-04T20:06:36Z | |
dc.date.available | 2009-01-07T20:01:17Z | en_US |
dc.date.issued | 2008-01 | en_US |
dc.identifier.citation | McNeill, Katherine L.; Krajcik, Joseph (2008). "Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning." Journal of Research in Science Teaching 45(1): 53-78. <http://hdl.handle.net/2027.42/57509> | en_US |
dc.identifier.issn | 0022-4308 | en_US |
dc.identifier.issn | 1098-2736 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/57509 | |
dc.description.abstract | Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project-based chemistry unit, How can I make new stuff from old stuff? , with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53–78, 2008 | en_US |
dc.format.extent | 207389 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Wiley Subscription Services, Inc., A Wiley Company | en_US |
dc.subject.other | Education | en_US |
dc.title | Scientific explanations: Characterizing and evaluating the effects of teachers' instructional practices on student learning | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbsecondlevel | Management | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbsecondlevel | Women's and Gender Studies | en_US |
dc.subject.hlbsecondlevel | Economics | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.subject.hlbtoplevel | Business | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.subject.hlbtoplevel | Humanities | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education, University of Michigan, Ann Arbor, Michigan | en_US |
dc.contributor.affiliationother | Lynch School of Education, Boston College, 140 Commonwealth Avenue, Chestnut Hill, Massachusetts 02467 ; Lynch School of Education, Boston College, 140 Commonwealth Avenue, Chestnut Hill, Massachusetts 02467 | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/57509/1/20201_ftp.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1002/tea.20201 | en_US |
dc.identifier.source | Journal of Research in Science Teaching | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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