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http://dx.doi.org/10.5467/JKESS.2021.42.1.118

Middle School Gifted Students' Evidence-Based Reasoning about the Shape of a Planet's Orbit  

Oh, Phil Seok (Department of Science Education, Gyeongin National University of Education)
Publication Information
Journal of the Korean earth science society / v.42, no.1, 2021 , pp. 118-131 More about this Journal
Abstract
The purpose of this study was to investigate the characteristics of evidence-based reasoning practiced by middle school gifted students. Data were collected through an online task in which middle school students in gifted education institutes of a university located in the metropolitan area, Korea, performed inquiry about the shape of a planet's orbit. The students were given data of Mercury's greatest elongations and asked to draw the planet's orbit with the data. Each of the students was also asked to provide his or her hypothesis of Mercury's orbit before the drawing and to reason about the orbit again using his or her own drawing as evidence. The content analysis of the students' reports revealed 5 different types of judgement about the shape of Mercury's orbit, 4 types of reasoning about the hypothesis and evidence, and the characteristics of evidence-based reasoning within the judgement types. Based upon the analysis results, the importance of proper interpretations of evidence in evidence-based reasoning, the core role of the theory-evidence coordination, and the usefulness of working with multiple hypotheses were discussed. In addition, implications for earth science education were suggested.
Keywords
gifted students; evidence-based reasoning; theory-evidence coordination; planetary orbit;
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