Browse > Article
http://dx.doi.org/10.15267/keses.2018.37.4.372

Scientific Reasoning Types and Levels in Science Writings of Elementary School Students  

Lim, Ok-Ki (Seoul Ujang Elementary School)
Kim, Hyo-Nam (Korea National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.37, no.4, 2018 , pp. 372-390 More about this Journal
Abstract
The purpose of this research is to know the scientific reasoning ability of elementary students. In order to find it, 320 elementary students wrote a report about germination of the 700 or 2,000 years old seeds. Their writings were analyzed by scientific writing analysis frameworks, Scientific Reasoning Types and Scientific Reasoning Level Criteria developed by Lim (2018). Minto Pyramid Principles was used to show statements and relations of statements related to scientific reasoning. This paper showed scientific reasoning statements of elementary students about germination of seeds. The characteristics of scientific reasoning of elementary students were as follows. In the process of logical writing by the types of scientific reasoning, many students showed various characteristics and different levels. In the writings based on inductive reasoning, they did not distinguish between common features and differences of cases, and did not derive the rules based on common features and differences of the cases. In the writings based on deductive reasoning, there were cases where the major premise corresponding to the principle or rule was omitted and only the phenomenon was described, or the rule was presented but not connected with the case. In the writings based on abductive reasoning, the ability to selectively use the background knowledge related to the question situation was not sufficient, and borrowing of similar background knowledge, which was commonly used in other situations, was very rare.
Keywords
scientific reasoning; scientific writing; inductive reasoning; deductive reasoning; abductive reasoning;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Bereiter, C. (1980). Development in writing. In Gregg, L. & Steinberg, E. (eds.), Cognitive processes in writing: An interdisciplinary approach. (pp. 73-93). Hillsdale, NJ: Erlbaum.
2 Fischer, H. R. (2001). Abductive reasoning as a way of worldmaking. Foundations of Science, 6(4), 361-383.   DOI
3 Greenstein, G. (2013). Writing is thinking: Using writing to teach science. Astronomy Education Review, 12(1).
4 Gunel, M., Hand, B. & McDermott, M. A. (2009). Writing for different audiences: Effects on high-school students' conceptual understanding of biology. Learning and Instruction, 19(4), 354-367.   DOI
5 Jang, J. Y. & Hand, B. (2016). Examining the value of a scaffolded critique framework to promote argumentative and explanatory writings within an argumentbased inquiry approach. Research in Science Education, 1-19.
6 Joung, Y. & Song, J. (2006). Exploring the implications of Peirce's abduction in science education by theoretical investigation. Journal of the Korean Association for Science Education, 26(6), 703-722.
7 Ka, E. (2011). A study on the aspects and characteristics of writing development. Ph. D. dissertation. Korea National University of Education.
8 Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Education, 83(2), 115-130.   DOI
9 Keys, C. W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37(7), 676-690.   DOI
10 Keys, C. W., Hand, B., Prain, V. & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.   DOI
11 Klein, P. D. (2000). Elementary students' strategies for writing-to-learn in science. Cognition and Instruction, 18(3), 317-348.   DOI
12 Ku, K. (1993). A study on Vygotsky's theory of the development of verbal thinking: Implications for literacy and writing. Journal of Research of Dae Shin College, 13, 21-42.
13 Kuhn, D. (2010). What is scientific thinking and how does it develop?. in Goswami, U., The Wiley-Blackwell Handbook of childhood cognitive development, Second edition. (pp. 497-523). Blackwell Publishing Ltd.
14 Kuhn, D. & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1(1), 113-129.   DOI
15 Lee, S., Choi, C., Lee, G., Shin, M. & Song, H. (2013). Exploring scientific reasoning in elementary science classroom discourses. Journal of the Korean Association for Science Education, 33(1), 181-192.   DOI
16 Kwon, Y., Choi, S., Park, Y. & Jeong, J. (2003a). Scientific thinking types and processes generated in inductive inquiry by college students. Journal of the Korean Association for Science Education, 23(3), 286-298.
17 Kwon, Y., Jeong, J., Park, Y. & Kang, M. (2003b). A philosophical study on the generating process of declarative scientific knowledge - Focused on inductive, abductive, and deductive process. Journal of the Korean Association for Science Education, 23(3), 215-228.
18 Kwon, Y., Yang, I. & Chung, W. (2000). An explorative analysis of hypothesis - Generation by pre-service science teachers. Journal of the Korean Association for Science Education, 20(1), 29-42.
19 Langer, J. A. & Applebee, A. N. (1987). How writing shapes thinking. Urbana, IL: National Council of Teachers of English.
20 Lawson, A. E. (1995). Science teaching and the development of thinking. Belmont, CA: Wadsworth Publishing Company.
21 Lee, S., Shin, M., Lee, G., Lee, S. & Kwon, N. (2010). Analyzing coherence of evidences and claims presented in elementary students' science writing for inquiry activities. Journal of Korean Elementary Science Education, 29(4), 505-514.
22 Lim, O. (2018). An analysis of scientific reasoning in science writing of elementary school students. Ph. D. dissertation. Korea National University of Education.
23 Prain, V. (2006). Learning from writing in secondary science: Some theoretical and practical implications. International Journal of Science Education, 28(2-3), 179-201.   DOI
24 Matthews, J. R. & Matthews, R. W. (2014). Successful scientific writing: A step-by-step guide for the biological and medical sciences. Cambridge UK: Cambridge University Press.
25 Minto, B. (1996). The pyramid principle: Logic in writing and thinking. Pearson Education (translated by Lee, J., [바바라 민토 논리의 기술], Seoul: Dernamchulpan, 2017).
26 Owens, C. V. (2001). Teachers' responses to science writing. ERIC Document Reproduction Service: ED 457157.
27 Park, J. (2000). Analysis of students' processes of generating scientific explanatory hypothesis - Focused on the definition and the characteristics of scientific hypothesis. Journal of the Korean Association for Science Education, 20(4), 667-679.
28 Peirce, C. S. (1931-1958). The collected papers of Charles Sanders Peirce. Reproducing Vols. I-VI ed. Charles Hartshorne and Paul Weiss (Cambridge, MA: Harvard University Press, 1931-1935), Vols. VII-VIII ed. Arthur W. Burks (Cambridge, MA: Harvard University Press, 1958).
29 Rivard, L. O. P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31(9), 969-983.   DOI
30 Shin, S., Choi, A. & Park, J. (2013). The effects of the science writing heuristic approach on the middle school students' achievements. Journal of the Korean Association for Science Education, 33(5), 952-962.   DOI
31 Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172-223.   DOI