Elementary Students' Reasoning in Drawn Explanations Based on a Scientific Theory

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dc.contributor.authorCabello González, Valeria Magaly
dc.contributor.authorMoreira, Patricia M.
dc.contributor.authorGrino Morales, Paulina
dc.date.accessioned2024-01-10T13:10:18Z
dc.date.available2024-01-10T13:10:18Z
dc.date.issued2021
dc.description.abstractConstructing explanations of scientific phenomena is a high-leverage practice that promotes student understanding. In the context of this study, we acknowledge that children are used to receiving explanations from teachers. However, they are rarely encouraged to construct explanations about the causes and consequences of phenomena. We modified a strategy to elicit and analyze primary students' reasoning based on scientific theory as a methodological advance in learning and cognition. The participants were fourth-graders of middle socioeconomic status in Chile's geographical zone with high seismic risk. They drew explanations about the causes and consequences of earthquakes during a learning unit of eighteen hours oriented toward explanation-construction based on the Tectonic Plates Theory. A constant comparative method was applied to analyze drawings and characterize students' reasoning used in pictorial representations, following the first coding step of the qualitative Grounded Theory approach. The results show the students expressed progressive levels of reasoning. However, several participants expressed explanations based on the phenomena causes even at an early stage of formal learning. More sophisticated reasoning regarding the scientific theory underpinning earthquakes was found at the end of the learning unit. We discuss approaching elementary students' scientific reasoning in explanations based on theory, connected with context-based science education.</p>
dc.description.funderAgencia Nacional de Investigacion y Desarrollo
dc.fechaingreso.objetodigital2024-05-23
dc.format.extent19 páginas
dc.fuente.origenWOS
dc.identifier.doi10.3390/educsci11100581
dc.identifier.eissn2227-7102
dc.identifier.urihttps://doi.org/10.3390/educsci11100581
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/77829
dc.identifier.wosidWOS:000713159900001
dc.information.autorucFacultad de educación ; Cabello González, Valeria Magaly ; 0000-0001-6190-9187 ; 127258
dc.issue.numero10
dc.language.isoen
dc.nota.accesoContenido completo
dc.publisherMDPI
dc.revistaEducation Sciences
dc.rightsacceso abierto
dc.subjectExplanations
dc.subjectScientific reasoning
dc.subjectDrawings
dc.subjectScience education
dc.subjectEarthquakes
dc.subjectSCHOOL-CHILDREN ASSESSMENT
dc.subjectCONSTRUCTION
dc.subjectARGUMENTS
dc.subjectFRAMEWORK
dc.subjectTHINKING
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleElementary Students' Reasoning in Drawn Explanations Based on a Scientific Theory
dc.typeartículo
dc.volumen11
sipa.codpersvinculados127258
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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