Why Shanghai Students' Scientific Reasoning Performance Does Not Match Their Performance of Content Knowledge: An Empirical Study Based on Teaching Video

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Division C Section 1d: Science Poster Session 2

Abstract

This study aims to examine the teaching factors that lead to Chinese students’ unsatisfying performance in scientific reasoning based on 225 videos of excellent science lessons in Shanghai. The descriptive statistics revealed the following: (i) The majority of classroom teaching focused on scientific reasoning, and the use of different styles of reasoning was not balanced. While Hypothetical Modeling, Experimental Evaluation, and Mathematical Deduction are extensively used, Historical-Based Evolutionary Reasoning, Probabilistic Reasoning, and Categorization and Classification were rarely used. (ii) All forms of knowledge intrinsic to reasoning were not valued equally, and only a few lessons involved ontic knowledge, procedural knowledge, and epistemic knowledge. (iii) Teacher-centered classroom dialogue reduced the chances for students to practice scientific reasoning.

Authors

• Nan Zhao, Qingpu Lansheng Fudan School

• Xinning Pei, East China Normal University

• Lingxin Kong, East China Normal University

• Yuting Tong, East China Normal University

• Hui Min, Shanghai Normal University