Learning scientific reasoning: A latent transition analysis
Learning and Individual Differences, ISSN: 1041-6080, Vol: 92, Page: 102043
2021
- 7Citations
- 69Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Article Description
Primary education in many countries enables children to learn the scientific reasoning skills of hypothesizing, experimenting, interpreting data and drawing conclusions. Research has shown that these component skills develop at a different pace and with substantial variation among same-age children. How these differences play out in the short term is less well known. This study used Latent Transition Analysis of the worksheets filled out by 166 fifth-graders during five science lessons to explore whether different proficiency profiles can be identified, and if so, how children transition between these profiles. The results distinguished four distinct profiles, which were labelled as high achievers, low achievers, experimenters and theorists. Children transitioned regularly among these profiles and two possible pathways toward becoming a high achiever emerged: from low achievers via experimenters or via theorists. Awareness of these individual differences can help teachers differentiate their science lessons.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S1041608021000807; http://dx.doi.org/10.1016/j.lindif.2021.102043; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85115360740&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S1041608021000807; https://api.elsevier.com/content/article/PII:S1041608021000807?httpAccept=text/xml; https://api.elsevier.com/content/article/PII:S1041608021000807?httpAccept=text/plain; https://dul.usage.elsevier.com/doi/; https://dx.doi.org/10.1016/j.lindif.2021.102043
Elsevier BV
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