Students’ Scientific Evaluations of Water Resources
| Autor: | Margaret Anne Holzer, Christopher Roemmele, Josh Medrano, Doug Lombardi, Joshua Jaffe |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
understanding
lcsh:Hydraulic engineering 010504 meteorology & atmospheric sciences Process (engineering) Scientific practice Geography Planning and Development Aquatic Science water resources 01 natural sciences Biochemistry Structural equation modeling lcsh:Water supply for domestic and industrial purposes Resource (project management) lcsh:TC1-978 Mathematics education scientific reasoning 0105 earth and related environmental sciences Water Science and Technology lcsh:TD201-500 05 social sciences Scientific reasoning 050301 education Variance (accounting) Water resources Psychology 0503 education |
| Zdroj: | Water Volume 12 Issue 7 Water, Vol 12, Iss 2048, p 2048 (2020) |
| ISSN: | 2073-4441 |
| DOI: | 10.3390/w12072048 |
| Popis: | Socially-relevant and controversial topics, such as water issues, are subject to differences in the explanations that scientists and the public (herein, students) find plausible. Students need to be more evaluative of the validity of explanations (e.g., explanatory models) based on evidence when addressing such topics. We compared two activities where students weighed connections between lines of evidence and explanations. In one activity, students were given four evidence statements and two models (one scientific and one non-scientific alternative) in the other, students chose four out of eight evidence statements and three models (two scientific and one non-scientific). Repeated measures analysis of variance (ANOVA) showed that both activities engaged students&rsquo evaluations and differentially shifted students&rsquo plausibility judgments and knowledge. A structural equation model suggested that students&rsquo evaluation may influence post-instructional plausibility and knowledge when students chose their lines of evidence and explanatory models, their evaluations were deeper, with stronger shifts toward a scientific stance and greater levels of post-instructional knowledge. The activities may help to develop students&rsquo critical evaluation skills, a scientific practice that is key to understanding both scientific content and science as a process. Although effect sizes were modest, the results provided critical information for the final development and testing stage of these water resource instructional activities. |
| Databáze: | OpenAIRE |
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