Disentangling Robust Developmental Constraints From the Instructionally Mutable: Young Children's Epistemic Reasoning About a Study of Their Own Design

By Kathleen E. Metz. 2011

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/17fb1d6589c097535a040f01f1bd65442429e42b

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “In addition, the opportunities for early elementary students (grade 1–3) to participate in scientific argumentation are rare because young children are often assumed to have limited scientific reasoning abilities, process skills, and the conceptual knowledge necessary to engage in scientific practic”
Resistance and the Development of Scientific Practice: Designing the Mangle Into Science Instruction (2015, background): “Several researchers adopt this view, advocating the importance of engaging students in “getting a grip” on the material world (Lehrer, Schauble, & Lucas, 2008), or “structuring the ill-structured” (Metz, 2011).”
Responsive teaching and the beginnings of energy in a third grade classroom (2012, result): “This view, of course, is extensively supported in the literature (e.g. Sodian et al., 1991; Koslowski, 1996; Tytler & Peterso, 2004; Metz, 2011); below we document the productive beginnings of reasoning about energy that emerged in one instance of responsive teaching.”
Understanding and Promoting Thinking About Knowledge (2016, background): “In elementary classrooms, intervention work in science (e.g., Metz, 2011; Ryu & Sandoval, 2012), mathematics (e.g., Mason & Scrivani, 2004; Verschaffel et al., 1999), history (Nokes, 2014; VanSledright, 2002), and language arts (Reznitskaya et al., 2012) suggests how engagement in scaffolded…”