The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students…

One of the central goals of modern science and chemistry education is to develop students' abilities to understand complex phenomena, and productively engage in explanation, justification, and argumentation. To accomplish this goal, we should better characterise the types of reasoning that we expect students to master in the different scientific…

Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students' ability to reason and…

A characterization of the modelling process in science is proposed for science education, based on Mario Bunge's ideas about the construction of models in science. Galileo's "Dialogues" are analysed as a potentially fruitful starting point to implement strategies aimed at modelling in the classroom in the light of that proposal. It is…

In this paper, we present a third-grade ecology learning environment that integrates two forms of modeling--embodied modeling and agent-based modeling (ABMs)--through the generation of mathematical representations that are common to both forms of modeling. The term "agent" in the context of ABMs indicates individual computational objects…

Conflicting explanations and unrelated information in science classrooms increase cognitive load and decrease efficiency in learning. This reduced efficiency ultimately limits one's ability to solve reasoning problems in the science. In reasoning, it is the ability of students to sift through and identify critical pieces of information that is of…

The role of visualization and model-based reasoning has become increasingly significant in science education across a range of contexts. It is generally recognized that supporting learning in developing causal explanations for observed astronomical events presents considerable pedagogic challenge. Understanding the Sun's apparent movement…

This paper reports on a mixed-model case study of designing and implementing a constructivist teaching intervention about reproduction and physical family resemblance for young children. The objective of the study was to explore whether the ways that preschoolers reason about the resemblance between offspring and parents can be improved with a…

This particular study is part of a research programme on the difficulties encountered by students when learning about wave phenomena in a three-dimensional medium in the absence or presence of obstacles. It focuses on how students reason in situations in which wave optics need to be used: diffraction of light by an aperture, imaging in the…

Analogical models can be powerful aids to reasoning, as when light is explained in terms of water waves; or they can be misleading, as when chemical processes are thought of in terms of life processes such as putrefaction. This paper proposes a structural characterization of good science analogy using a theoretical approach in which complex…

Explores the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. Based on a metacognition-based visual learning model, aims to elucidate the process by which Roundhouse diagramming helps learners bootstrap their current…

Describes ways of projecting stereoscopic images of geologic environments for students with difficulty reasoning in three-dimensions. The photographic procedures needed to produce stereo slides are included. (MA)

Science and social studies teachers can use these sample learning activities to teach reasoning skills in grades 5-9. The publication was developed by a group which provides information and assistance to Vermont educators of science and social studies in the fifth through the ninth grades with a focus on the teaching and learning of reasoning…

Discusses the nature of the internal representation of cognitive structure, the methodological problems involved in mapping it, and the proposed kinds of "maps." Reviews research on the organization of scientific concepts in semantic memory. (GA)

Attempts to show that not only can density be taught to lower ability pupils but that by doing so, there is the possibility of assisting pupils to develop their reasoning powers. Lists teaching activities that help in this process. (CW)