Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/10296

TitleForms of reasoning used by prospective Physical Sciences teachers when explaining and predicting natural phenomena : the case of air pressure
Author(s)Leite, Laurinda
Afonso, Ana Sofia
Issue dateApr-2004
PublisherRoutledge
JournalCanadian Journal of Science, Mathematics and Technology Education
Citation"Canadian Journal of Science, Mathematics and Technology Education", ISSN 1492-6156. 4:2 (Abr. 2004) 169-191.
Abstract(s)The co-ordination between theory and evidence is an outstanding characteristic of scien¬tific thinking. Research indicates that students often have difficulty in explaining natural phenomena because they use their own theories to explain phenomena or they are unable to build a bridge between theory and evidence. Science teachers must teach students to collect and select evidence and to use theory to explain it. The objective of this study was to investigate the forms of reasoning used by prospective physical sciences teachers when they build up explanations and make predictions about natural phenom¬ena. Thirty-eight prospective teachers answered a questionnaire structured around three problems focus¬ing on phenomena that can be explained through air-pressure variation. The results seem to indicate a variation in the forms of reasoning used, depending on the problem and the type of request. The number of prospective teachers who consistently use a certain form of reasoning is higher within problems than across problems.
TypeArticle
URIhttp://hdl.handle.net/1822/10296
DOI10.1080/14926150409556604
ISSN1492-6156
1942-4051
Publisher versionhttp://www.informaworld.com/
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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