‘Grasp of Practice’ as a Reasoning Resource for Inquiry and Nature of Science Understanding

By Michael Ford. 2008

212 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d60f77d0a2d1be80527cc2bf641afea7aa2f5538

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Framing for scientific argumentation (2012, background): “Ford (2006, 2008) similarly concluded that explicit instruction could negatively impact students’ understandings of their knowledge construction processes.”
Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “…addition, there is growing recognition of the key role of students’ epistemological understanding of argumentation (Driver, Newton, & Osborne, 2000; Ford, 2008; Kuhn, Wang, & Li, 2011; Mason & Boscolo, 2004; Sandoval & Millwood, 2007), as well as development of the skills that have been the focus…”
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems (2020, background): “Further, there is too little attention to the social practices of critique and construction that contribute to the reliability of science (Ford, 2008; H€ottecke & Allchin, 2020; Kienhues et al., 2020).”
A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning (2012, methodology): “The scientists wanted to know more about how data were collected and analyzed so they could decide what to believe about a claim (Ford & Kniff, 2006; Ford, 2008b).”
Understanding the co‐construction of inquiry practices: A case study of a responsive teaching environment (2012, background): “Rather, the students are oftentimes merely engaged in ‘‘doing the lesson’’ (Ford, 2006; Jimenez-Aleixandre, Rodriguez, & Duschl, 2000).”
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education (2018, background): “2005) and epistemological enactment through inquiry (e.g. Duschl & Grandy, 2012; Ford, 2008).”
For whom is argument and explanation a necessary distinction? A response to Osborne and Patterson† (2012, background): “For example, Ford (2006) found that students who engaged with controlling variables as a meaningful part of their scientific inquiry developed a richer understanding of when and why controlling variables was necessary—they developed a better “grasp of the practice”—than did students who received dec”
Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018, background): “This sequence of activities helps put students’ questions and ideas at the center of instruction, and because it is repeated across multiple units, students begin to get a “grasp of practice” (Ford, 2008) in asking questions in science, within the”