Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22585
Title: 
Authors: 
Keywords: 
Scientific explanation
Interpretive explanation
Causal explanation
Representation scheme
Representational genre
Issue Date: 
2020
Publisher: 
Office of Education Research
Citation: 
Yeo, J., Tan, A., & Tan, J. (2020). Developing a framework for assessing students’ construction of scientific explanations in physics. Technical Report, Office of Education Research. National Institute of Education.
Abstract: 
The ability to produce scientific explanations is an important learning goal in our local physics curriculum. Yeo and Gilbert (2014) showed that its production entails attending to its function, form (structural organisation of meanings) and level (of precision [model used], abstractness and complexity [use of representations]). These multi-dimensions might explain why students find producing an “acceptable” scientific explanation difficult. There are also few studies that examines the kinds of explanations students need to construct, the process of constructing one and the difficulties encountered. There is also an absence of a comprehensive framework for teachers to assess students’ explanations. The goals of this study are thus to (a) develop a framework of scientific explanations that is comprehensive and parsimonious, and (b) produce a characterisation of the process that students undergo in producing scientific explanations.
URI: 
Project number: 
OER 13/13 JY
Grant ID: 
Education Research Funding Programme
Funding Agency: 
Ministry of Education, Singapore
Appears in Collections:OER - Reports

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