科学解释与内容、探究和写作熟练程度之间的关系

Haiying Li, J. Gobert, Rachel Dickler
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引用次数: 1

摘要

考察内容知识、探究熟练程度和写作熟练程度之间的相互作用,对于理解每种熟练程度对学生关于科学探究的书面交流的相对贡献至关重要。然而,以前的研究一次只分析了这些主要类型的知识/熟练程度中的一种(即内容知识、探究熟练程度和写作熟练程度)。本研究调查了这些熟练程度在多大程度上预测了学生的书面主张、主张的证据以及将主张与证据联系起来的推理。结果表明,所有三种熟练程度都能显著预测学生的要求,但只有写作熟练程度能显著预测学生在证据和推理陈述方面的表现。这些发现表明学生在构建索赔、证据和推理陈述时面临的挑战,并可以告知脚手架来支持这些挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The relationship between scientific explanations and the proficiencies of content, inquiry, and writing
Examining the interaction between content knowledge, inquiry proficiency, and writing proficiency is central to understanding the relative contribution of each proficiency on students' written communication about their science inquiry. Previous studies, however, have only analyzed one of these primary types of knowledge/proficiencies (i.e. content knowledge, inquiry proficiency, and writing proficiency) at a time. This study investigated the extent to which these proficiencies predicted students' written claims, evidence for their claims, and reasoning linking their claims to the evidence. Results showed that all three types of proficiencies significantly predicted students' claims, but only writing proficiency significantly predicted performance on evidence and reasoning statements. These findings indicate the challenges students face when constructing claim, evidence, and reasoning statements, and can inform scaffolding to support these challenges.
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