Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality.

By Alla Keselman. 2003

275 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f6eca98e3e12819789655971f70259ea021c7391

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In Education

In Statistics and Probability

Citations in the corpus

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review. (2016, background): “Several biological topics require approaches promoting experimental problem-solving and process-based skills [40,41].”
Connecting Scientific Reasoning and Causal Inference (2004, result): “In a study of sixth graders, Keselman (2003) obtained findings that are striking in this respect and clearly at variance with an additive-consistent model.”
Moving from structured to open inquiry: Challenges and limits (2012, background): “Metacognitive awareness, thus, tends to make students more systematic in their thinking, and helps them identify errors before they proceed too far in the wrong direction of the inquiry process (Keselman, 2003).”
A review of research on metacognition in science education: current and future directions (2013, background): “(Ben-David & Zohar, 2009; Kaberman & Dori, 2009; Keselman, 2003; Leou et al., 2006; Zhang et al., 2004).”
Handbook of Research on Learning and Instruction (2011, background): “In BLO schedules, the learner practices one skill, while ALT and RAN schedules require learners to practice two or more different skills in alternating or random order.”
Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review (2018, methodology): “Another critical investigation into the nature of the inquiry-based model was conducted by Keys and Bryan (2001). They stated that applying this model requires further investigation to fully understand inquiry-based learning, especially as teachers will need to practice this method and students will”
The Emergence of Scientific Reasoning (2012, unknown): “circuits (Schauble, Glaser, Raghavan, & Reiner, 1992), genetics (Echevarria, 2003), earthquakes (Azmitia & Crowley, 2001), flooding risk (Keselman, 2003), human memory”
Reasoning About Multiple Variables: Control of Variables Is Not the Only Challenge (2007, background): “Keselman (2003) found that longer term practice (in predicting outcomes based on multiple causal variables) was as effective as the direct instruction she undertook, but the gains she observed among young adolescents were only small ones.”
Phases of inquiry-based learning: Definitions and the inquiry cycle (2015, background): “Inquiry-based learning is an educational strategy in which students follow methods and practices similar to those of professional scientists in order to construct knowledge (Keselman, 2003).”
What Needs to Develop in the Development of Inquiry Skills? (2008, methodology): “In particular, previous work with this type of prediction task led us to focus on two characteristics (Kuhn & Dean, 2004; Keselman, 2003).”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, methodology): “Keselman (2003) compared performance-level exercise (control) with two practice conditions: one that included direct instruction and practice at making predictions and one with prediction practice only.”