Conceptual and Epistemic Aspects of Students' Scientific Explanations

By William A. Sandoval. 2003

464 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bf457a30094445635caaaff72d66671b5b049128

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Relating Classroom Teaching to Student Learning: A Critical Analysis of Why Research Has Failed to Bridge the Theory-Practice Gap. (2004, background): “assessment procedures that will be sensitive to the kinds of learning they are trying to create (e.g., Greeno et al., 1999; Sandoval, 2003).”
The Quality of Students' Use of Evidence in Written Scientific Explanations (2005, methodology): “These features are fully described and theoretically justified in Sandoval and Reiser (2004). For these analyses, there are two 30 SANDOVAL AND MILLWOOD”
The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, methodology): “They were adapted from existing research on evolutionary understanding (Ferrari & Chi, 1998; Jensen & Finley, 1995; Sandoval, 2003): The Effects of Monological 12 In the warm-up item Ss were asked to predict how a population of animals (butterflies, finches) would change, given a certain…”
Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments (2013, methodology): “In addition, Toulmin’s model has been used to characterize argumentation in science lessons and is implicit in using the coding system of others (Bell and Linn 2000; Driver et al. 2000; Erduran et al. 2004; Jiménez-Aleixandre et al. 2000; Kuhn et al. 1997; Sandoval 2003).”
Multiple Epistemological Coherences in an Eighth-Grade Discussion of the Rock Cycle (2006, background): “Perry’s (1970) study of undergraduates’beliefs about knowledge began a thread of research into what has come to be known as “personal epistemologies” (Hofer & Pintrich, 2002): How do people understand knowledge and knowing? Research on personal epistemologies has been well represented in science edu”
Does Participation in Citizen Science Improve Scientific Literacy? A Study to Compare Assessment Methods (2011, background): “We included one item to assess subjects’ understanding of the purpose of collecting data about invasive species (Evans et al., 2005; Sandoval, 2003).”
Rigor and Responsiveness in Classroom Activity (2016, background): “In preparing the novice teachers we focus on three pedagogical practices: 1) selecting scientifically important “big ideas” and models to teach that are also important to the lives of young learners (Windschitl & Thompson, 2006); 2) pressing students to develop evidence-based scientific explanations”
Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, background): “Evidentiary support is a key feature of explanation that indicates students’ conceptions of the epistemic nature of the discipline (McNeil & Krajcik, 2006; Sandoval, 2003).”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, methodology): “The science education literature has been replete with examples noting the disparity between students’nascent attempts at inquiry and the practices of professional scientists, even in the context of highly supportive learning environments (e.g., Krajcik et al., 1998; Sandoval, 2003; Schauble, Glaser”
Developing Learning Theory by Refining Conjectures Embodied in Educational Designs (2004, background): “Theyalsoshowedthat students rarelycited thedata that their claims appeared to be based on (see Sandoval, 2003a).”
What Needs to Develop in the Development of Inquiry Skills? (2008, result): “Difficulties in conveying the results of inquiry activities in writing, even in the most elementary respect of note taking during investigation, have been the consistent report of studies that have examined these skills (Garcia-Mila & Andersen, 2007; Keys, 1999; Sandoval, 2003).”
Learning‐goals‐driven design model: Developing curriculum materials that align with national standards and incorporate project‐based pedagogy (2008, background): “…also helps students develop explanations of scientific phenomena that represent important disciplinary understandings (McNeill & Krajcik, 2007; Reiser et al., 2001; Sandoval, 2003) and understand core scientific ideas as represented by science standards (Marx et al., 2004; Rivet & Krajcik, 2004).”
Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year. (2011, result): “, 2006) and high school students (Sandoval, 2003), the results from this study suggest that even elementary students can successfully engage in these practices.”