An Exploration of Elementary and Middle School Students' Knowledge of Scientific Evidence

• In Event: Poster Session 8
  In Poster Session: Research in Science Learning and Teaching Poster Session 1

Abstract

This paper presents a study of 5th and 7th grade students’ knowledge of scientific evidence. Based on a conceptual analysis in science scholarship (history and philosophy of science), we developed a framework for thinking about scientific evidence that reflects the complexities of evidence in empirical science. The analysis was instrumental in developing an assessment based on modified research narratives of published biological research. The study was conducted in two fifth and two seventh-grade classrooms in suburban Midwestern public schools. While our findings provide descriptive evidence that fifth and seventh grade students can engage with rich notions of scientific evidence, our data also highlights constraints in their reasoning and instructional aspects that serve as an impediment towards students developing evidentiary knowledge.

Authors

• Jamison Wills, Purdue University

• Ala Samarapungavan, Purdue University