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Sixth Graders' Inquiry Understanding for Scientific Evidence and Explanation  

Jeong, Hei-Sawn (Hallym University)
Oh, Eun-A (Hallym University)
Publication Information
Journal of The Korean Association For Science Education / v.23, no.6, 2003 , pp. 634-649 More about this Journal
Abstract
The aim of this paper was to diagnose Korean sixth graders' understanding for scientific evidence and explanation. The instrument constructed by Jeong, Songer, and Lee (2002) was used to assess students' understanding for priority of scientific evidence, objectivity of data, relevance of evidence, data interpretation, coordination of theory and evidence, and repeated observation. Results showed that although many students recognized certain features of scientific inquiry such as objectivity of data, few of them understood why such features are valued and how to collect and use such data. In particular, students experienced difficulty in formulating explanation from evidence, not knowing, for example, that repeated observations are needed before making a general statement. The results of this study suggest that efforts to foster students' inquiry abilities need to be based on careful analyses of students existing inquiry skills and understanding.
Keywords
Inquiry learning; scientific evidence; scientific explanation; assessment;
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