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Engaging students in learning science through promoting creative reasoning
Citation
Waldrip, B and Prain, V, Engaging students in learning science through promoting creative reasoning, International Journal of Science Education, 39, (15) pp. 2052-2072. ISSN 0950-0693 (2017) [Refereed Article]
Copyright Statement
Copyright 2017 Informa UK
DOI: doi:10.1080/09500693.2017.1362505
Abstract
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students’ reasoning capabilities to support learning.
Item Details
Item Type: | Refereed Article |
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Keywords: | creative reasoning, engagement, science, student-generated representation |
Research Division: | Education |
Research Group: | Curriculum and pedagogy |
Research Field: | Science, technology and engineering curriculum and pedagogy |
Objective Division: | Education and Training |
Objective Group: | Learner and learning |
Objective Field: | Learner and learning not elsewhere classified |
UTAS Author: | Waldrip, B (Professor Bruce Waldrip) |
ID Code: | 125808 |
Year Published: | 2017 |
Web of Science® Times Cited: | 4 |
Deposited By: | Education |
Deposited On: | 2018-05-07 |
Last Modified: | 2018-06-22 |
Downloads: | 0 |
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