The development of scientific reasoning skills.

By Corinne Zimmerman. 2000

593 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ecbc93b13eb2b432dff3dc7d80c3addc6c0c4f62

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Direct instruction vs. discovery: The long view (2007, background): “For further discussion, see Kuhn and Dean (2005), Kuhn and Franklin (2006), and Zimmerman (2006).”
The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding (2004, background): “…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, Duschl, Shulze, & John, 1995; Zimmerman, 2000).”
How Parent Explanation Changes What Children Learn from Everyday Scientific Thinking. (2007, background): “Developments in evidence collection and evaluation are often described as internal metacognitive advances enabling children to monitor the systematicity of evidence collection, to seek out the most informative kinds of evidence and comparisons, to draw valid inferences about evidence, and to constru”
How Development and Personality Influence Scientific Thought, Interest, and Achievement (2006, background): “1 For sake of space, one developmental topic I leave for another publication is the evidence for and theory on how children use first principles in distinct domains of thought and can be viewed very much as implicit (folk) psychologists, physicists, biologists, and mathematicians (see Feist, 2006; F”
Styles of Scientific Reasoning: A Cultural Rationale for Science Education? (2017, background): “In addition, in two extensive reviews of the nature of scientific reasoning (Zimmerman, 2000, 2007), Zimmerman notably excludes the study of hypothesis generation (A and D) from her reviews, suggesting that this cognitive operation is of less interest because of its domain-specific character when…”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “…Duschl, & Schulze, 1995; Schauble et al., 1991; Schauble, Glaser, Raghavan, & Reiner, 1992; Swaak & de Jong, 2001) and have involved somewhat more sophisticated science domains (e.g., the mechanisms of gene reproduction, electricity) but these will not be reviewed here (but see Zimmerman, 2000).”
Development and Validation of the Scientific Reasoning Scale (2017, methodology): “Cognitive developmental psychologists have identified two key dimensions underlying individuals’ ability to perform scientific inference, based on experiments requiring individuals to act as amateur scientists, generating and testing hypotheses (Zimmerman, 2000).”
Learning science through inquiry in kindergarten (2008, background): “A substantial developmental literature suggests that an understanding of the nature and processes of scientific inquiry develops spontaneously, relatively late in elementary school children (Kuhn & Dean, 2004; Kuhn et al., 1988; Zimmerman, 2000).”
Physics education research for 21st century learning (2019, background): “…argument that support the formation and modification of concepts and theories about the natural world; such as the ability to systematically explore a problem, formulate and test hypotheses, manipulate and isolate variables, and observe and evaluate consequences (Bao et al., 2009; Zimmerman, 2000).”
Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks (2002, background): “When generating their explanations, scientists do not try to explain the exact brightness of every pixel but rather the transformed data (see Woodward, 1989).”
The Quality of Students' Use of Evidence in Written Scientific Explanations (2005, background): “Cognitive studies of students’ experimentation across scientific and quasi-scientific domains reveals that most students have several difficulties coordinating data with causal ideas or hypotheses (see Zimmerman, 2000, for a review).”
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design(tm) Into Practice (2003, background): “When teachers understand this purpose of iteration, their means of facilitating whole-class discussions is quite different and more like what the science education literature tells us is necessary for transfer (Bransford et al., 1999; Zimmerman, 2000).”
Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry (2004, background): “Students have considerable difficulty in designing experiments and interpreting results (for a review, see Zimmerman, 2000).”