At structure level, a scientific explanation includes three components: claims, evidence and reasoning. According to the relevant bibliography, the pupils have difficulty in providing evidence in order to support their claims and use reasoning linking the evidence to their claims. The present paper aims at investigating the structure of the written explanations produced by the pupils during the implementation of research-based teaching sequences aiming at the didactic elaboration of pupils’ obstacles regarding temperature and heat. In this direction teaching sequences were designed and worksheets were prepared including problems targeted at the pupils’ destabilising, restructuring and identifying the obstacles. The teaching sequences –a total of 23 teaching hours– were implemented in primary school pupils (aged 11-12). The pupils’ explanations included in their individual written answers of their worksheets were collected and analysed with regard to their structure. The results of the analysis allowed for: (a) mapping the structure of pupils’ written explanations throughout the teaching sequences and (b) investigating the contribution of the teaching sequences to the evolution of the structure of pupils’ written explanations.
|Keywords:||Explanation, Structure, Assessing Written Explanations, Claim, Evidence, Reasoning, Obstacles, Didactic Elaboration of an Obstacle, Research-based Science Teaching Sequences|
Researcher, Hellenic Open University, Rhodes, Greece
Academic Coordinator of the Master in Education, School of Humanities, Hellenic Open University, Athens, Greece
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