Types of the students'' scientific reasoning in elementary school

• Main Authors: Chia-hui Chou, 周家卉
• Other Authors: Jer-Yann Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/16053003463991599988

碩士 === 國立臺南大學 === 自然科學教育學系碩士班 === 94 === The purpose of this study is to investigate types of the students’ scientific reasoning in the elementary school while in science teaching. We used qualitative research for education and semi-structured in-depth interviewing as tools to collect information, and chose 11 students of the sixth grade with different parents’ socioeconomic status for interview. We find that types of the students’ scientific reasoning in the elementary school are seven kinds of concept reasoning, logic reasoning, analogical reasoning, experimental skills reasoning, experience reasoning, word meaning reasoning and intuitional consciousness. Among the seven types, concept reasoning that includes scientist''s concept reasoning and alternative conception reasoning is the most frequently used. The next is experimental skill reasoning, which can be divided into experimental design reasoning, variable control reasoning and data explain reasoning. In these three classifications, variable control reasoning is the most frequently used, experimental design reasoning is the next, and data explain reasoning is the fewest. Experience reasoning, the third of seven types reasoning, includes life experience reasoning and quote reasoning. Both Logic reasoning and intuitional consciousness are the fourth simultaneously, but only inductive reasoning is identified in logic reasoning. And then they use analogical reasoning, including superficial feature analogical reasoning and structure feature analogical reasoning. Word meaning reasoning, the last one, is only identified once. There are some researches in the literature study at the topics of reasoning, but these studies were not aimed at scientific reasoning types. Thus their reasoning types cannot be equal to types of students'' scientific reasoning in elementary school. Therefore, we argued that there are seven types for the students'' scientific reasoning in elementary school. Apparently Our result can be used in designing science curriculum of elementary school and employed to improve teaching quality.