Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge
By Christine Howe, Andrew K. Tolmie, Val Duchak-Tanner, C. Rattray. 2000
128 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/ad4791a4c24b44f6d28c365442fd304e0c738514
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Jonathan Osborne
- Christine Chin
- Neil Mercer
- Claire Sams
- Christa S. C. Asterhan
- Rupert Wegerif
- Riikka Hofmann
- Baruch B. Schwarz
In Education
- Jonathan Osborne
- Christine Chin
- Neil Mercer
- Christa S. C. Asterhan
- Baruch B. Schwarz
- Claire Sams
- Riikka Hofmann
- Rupert Wegerif
Citations in the corpus
- Teacher interventions in small group work in secondary mathematics and science lessons (2016, result): “The teachers ’ comments are in accord with prior research fi ndings about mathematics and science teaching (Chiu 2004; Howe et al. 2000), and illustrate the kinds of problems teachers think their intervention strategies are expected to address.”
- Reasoning as a scientist: ways of helping children to use language to learn science (2004, background): “…should enable students to become ‘fluent speakers of science’, while Leach and Scott suggest that students be helped by their science teacher to ‘make sense of the talk which surrounds them, and in doing so, relate it to their existing ideas and ways of thinking’ (Leach and Scott, 1995, p.44).”
- Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Another is hypothesis-testing: Students may be asked to discuss these different answers and then be given the opportunity to test them with an objective testing device (such as scales, a calculator, an experiment), which either settles the difference or shows that neither was right and more explorat”
- Supporting Argumentation Through Students' Questions: Case Studies in Science Classrooms (2010, background): “Research has shown that collaborative discussion can contribute to the development of conceptual understanding in science ( Asterhan & Schwarz, 2007 ; Howe, Tolmie, Duchak-Tanner, & Rattray, 2000 ; Mercer, Dawes, Wegerif, & Sams, 2004 ).”