Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

被引：72

作者：

Howe, C ^{[1
]}

Tolmie, A ^{[1
]}

Duchak-Tanner, V ^{[1
]}

Rattray, C ^{[1
]}

机构：

[1] Univ Strathclyde, Dept Psychol, Ctr Res Interact Learning, Glasgow G1 1QE, Lanark, Scotland

来源：

LEARNING AND INSTRUCTION | 2000年 / 10卷 / 04期

基金：

英国经济与社会研究理事会;

关键词：

D O I：

10.1016/S0959-4752(00)00004-9

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Hypothesis testing has been seen by science educators as a context which supports the integrated acquisition of conceptual and procedural knowledge. However, research suggests potential conflicts between the conditions conducive to conceptual growth and those conducive to procedural. The study reported here with 9- to 12-year old pupils endorses this, but suggests that the problems can be overcome given tasks where pupils: (a) debate their conceptual knowledge and reach consensus; (b) subject their consensual positions to guided experimental appraisal and draw conclusions from what transpires. It is argued that the demonstrated role of consensus has consequences not just for educational practice but also for psychological theories of development and learning. (C) 2000 Elsevier Science Ltd. All rights reserved.

引用

页码：361 / 391

页数：31

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