Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure
Autor(a) principal: | |
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Data de Publicação: | 2004 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/10296 |
Resumo: | The co-ordination between theory and evidence is an outstanding characteristic of scien¬tific thinking. Research indicates that students often have difficulty in explaining natural phenomena because they use their own theories to explain phenomena or they are unable to build a bridge between theory and evidence. Science teachers must teach students to collect and select evidence and to use theory to explain it. The objective of this study was to investigate the forms of reasoning used by prospective physical sciences teachers when they build up explanations and make predictions about natural phenom¬ena. Thirty-eight prospective teachers answered a questionnaire structured around three problems focus¬ing on phenomena that can be explained through air-pressure variation. The results seem to indicate a variation in the forms of reasoning used, depending on the problem and the type of request. The number of prospective teachers who consistently use a certain form of reasoning is higher within problems than across problems. |
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Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressureThe co-ordination between theory and evidence is an outstanding characteristic of scien¬tific thinking. Research indicates that students often have difficulty in explaining natural phenomena because they use their own theories to explain phenomena or they are unable to build a bridge between theory and evidence. Science teachers must teach students to collect and select evidence and to use theory to explain it. The objective of this study was to investigate the forms of reasoning used by prospective physical sciences teachers when they build up explanations and make predictions about natural phenom¬ena. Thirty-eight prospective teachers answered a questionnaire structured around three problems focus¬ing on phenomena that can be explained through air-pressure variation. The results seem to indicate a variation in the forms of reasoning used, depending on the problem and the type of request. The number of prospective teachers who consistently use a certain form of reasoning is higher within problems than across problems.(undefined)RoutledgeUniversidade do MinhoLeite, LaurindaAfonso, Ana Sofia2004-042004-04-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/10296eng"Canadian Journal of Science, Mathematics and Technology Education", ISSN 1492-6156. 4:2 (Abr. 2004) 169-191.1492-615610.1080/14926150409556604http://www.informaworld.com/info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:30:44ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
title |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
spellingShingle |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure Leite, Laurinda |
title_short |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
title_full |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
title_fullStr |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
title_full_unstemmed |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
title_sort |
Forms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure |
author |
Leite, Laurinda |
author_facet |
Leite, Laurinda Afonso, Ana Sofia |
author_role |
author |
author2 |
Afonso, Ana Sofia |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Leite, Laurinda Afonso, Ana Sofia |
description |
The co-ordination between theory and evidence is an outstanding characteristic of scien¬tific thinking. Research indicates that students often have difficulty in explaining natural phenomena because they use their own theories to explain phenomena or they are unable to build a bridge between theory and evidence. Science teachers must teach students to collect and select evidence and to use theory to explain it. The objective of this study was to investigate the forms of reasoning used by prospective physical sciences teachers when they build up explanations and make predictions about natural phenom¬ena. Thirty-eight prospective teachers answered a questionnaire structured around three problems focus¬ing on phenomena that can be explained through air-pressure variation. The results seem to indicate a variation in the forms of reasoning used, depending on the problem and the type of request. The number of prospective teachers who consistently use a certain form of reasoning is higher within problems than across problems. |
publishDate |
2004 |
dc.date.none.fl_str_mv |
2004-04 2004-04-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/10296 |
url |
http://hdl.handle.net/1822/10296 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
"Canadian Journal of Science, Mathematics and Technology Education", ISSN 1492-6156. 4:2 (Abr. 2004) 169-191. 1492-6156 10.1080/14926150409556604 http://www.informaworld.com/ |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Routledge |
publisher.none.fl_str_mv |
Routledge |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777303775631900672 |