Year: 2000
Type: article
Abstract: Previous research on scientific reasoning has found that many students find it difficult to think about the theoretical level when asked to design experiments.Two studies are reported that explore whether forcing students to make predictions before running their experiments improves their scientific reasoning performance.Both studies find that, if they do make predictions, students become more focused on the theories they are being asked to test.The students become more likely to make conclusions about the theories under test and they design experiments more relevant to the theories under test.
Authors: Chrisitan D. Schunn, C O'Malley
Institution: George Mason University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: George Mason University
OpenAlex ID: W2767318197