Teaching and Learning the Nature of Scientific Evidence Demands Attention to the Notion of Causality

• In Event: Leaning In: Learning From Frameworks for Science Education

Abstract

Causal language is pervasive in modern science yet it is not treated as an essential cognitive tool that science students learn. The purpose of this study was to (a) describe classroom norms for assigning causation during an instructional unit designed to promote analysis of reasoning, argument and explanation and (b) design teaching and learning tools for the understanding the nature of assigning causation. Losee’s (2011) theories of causality inventory was used as a discourse analytic tool to process classroom transcripts of approximately forty fourth grade students working in small group conversations. The theory of causality primarily reproduced and used by study participants was Mill’s method of difference. Implications of these findings for teaching and learning science will be discussed.

Author

• Susan A. Kirch, New York University