Elementary Students Reasoning in Explanations Based on Scientific Theory

• In Event: Equitable Science Education for Elementary Schools

Abstract

Constructing explanations of scientific phenomena is a high-leverage practice that promotes understanding. We modified a strategy to elicit and analyze 22 primary students' reasoning based on scientific theory. They drew explanations about the causes and consequences of earthquakes based on the Tectonic Plates Theory. A qualitative approach was used to characterize students' expressed reasoning. The results show they expressed four progressive levels of reasoning. More sophisticated reasoning regarding the theory was found at the end of the learning sequence. However, several participants expressed explanations based on the phenomena causes even at an early stage of formal learning. We discuss the research implications and highlight context-based science education as a trigger to raise children's voices in phenomena that affect their lives.

Authors

• Valeria M. Cabello, Pontificia Universidad Catolica de Chile

• Patricia Moreira Seguel, Pontificia Universidad Católica de Chile

• Paulina Griño