Case Analysis on Children's Science Problem-Solving Activities: How Does Children's Reasoning Emerge and Develop?

• In Event: Poster Session 2
  In Poster Session: Science Teaching and Learning SIG Poster Session 2

Abstract

Researchers posit complex problems would develop students’ reasoning skills. Based on this claim, this study questioned if complex problem tasks would develop higher levels of evidence-based reasoning and what helps develop children’s reasoning during problem solving. Video data of children (Grade 5-6)’s classroom activities and discussion during problem solving were collected and analyzed. Based on case analysis, the study suggests there were (a) no necessary coalitions between the levels of reasoning and the complexity of problem tasks, (b) strong tendency of data-based reasoning, (c) emergence of embodied reasoning, and (d) the need of teacher scaffolding for higher level of reasoning. The study suggests further discussion on challenges of developing problem tasks and scaffolding strategies for children’s reasoning.

Author

• Mijung Kim, University of Alberta