Description:

Supporting students’ refinement of everyday thinking in the context of scientific theory-building

It is widely acknowledged that engaging students in scientific practices is critical to science education. The practice of scientific theory building is central to the scientific enterprise, yet has received less attention in science education research. Engaging in theory building can help students develop skills for relevant practices and a more nuanced perspective on the nature of science. It can also foster deep scientific understanding, by drawing on and refining students’ everyday thinking. In this talk, I examine how students’ participation in a theory-building discussion supports their construction of scientific knowledge through this process. I show how students’ knowledge construction can be fostered through moves meant to elicit, showcase, and make sense of their ideas. I consider implications for classroom science teaching and outline questions for future research.