PUPILS CONNECTING OBSERVATIONS AND EXPLANATIONS IN SUCCESSIVE DEMONSTRATIONS

Olavi Hakkarainen; Maija Ahtee

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PUPILS CONNECTING OBSERVATIONS AND EXPLANATIONS IN SUCCESSIVE DEMONSTRATIONS

Title	PUPILS CONNECTING OBSERVATIONS AND EXPLANATIONS IN SUCCESSIVE DEMONSTRATIONS
Publication Type	Journal Article
Year of Publication	2010
Authors	Hakkarainen, O, Ahtee, M
Journal	Journal of Baltic Science Education
Volume	9
Issue	3
Start Page	167-178
Date Published	September/2010
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 925311
Keywords	Explanation, observations, science education, variation theory
Abstract	The aim of this study is to find out how pupils will connect their observa¬tions and explanations from a demonstra¬tion. Seventh graders (117) were shown successively two demonstrations about floating and sinking. Pupils’ observations and explanations were classified and compared with each other in the two demonstrations. The four observation categories were: Complete observation, incomplete observation, non-essential observation, and no observation. The five explanation categories were: Scientific explanation (density), alternative explana¬tion (weight), situational explanation (temperature), spontaneous explanation (irrelevant, insufficient, wrong), and no ex¬planation. Both the observations and the explanations were improved significantly in the second demonstration even that no teaching was done between the demon¬strations. The ways used by the seventh graders in processing their observations and explanations have been examined from the viewpoint of perceptual learning, variation theory, and the memory models in cognitive psychology.
URL	http://oaji.net/articles/2014/987-1405171824.pdf
Refereed Designation	Refereed
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