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首页> 外文期刊>Journal of Geoscience Education >Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study
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Examining the Features of Earth Science Logical Reasoning and Authentic Scientific Inquiry Demonstrated in a High School Earth Science Curriculum: A Case Study

机译：审查高中地球科学课程中展示的地球科学逻辑推理和真实科学探究的特征：一个案例研究

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摘要

The purpose of this study was to investigate the inquiry features demonstrated in the inquiry tasks of a high school Earth Science curriculum. One of the most widely used curricula, Holt Earth Science, was chosen for this case study to examine how Earth Science logical reasoning and authentic scientific inquiry were related to one another and how they were reflected in the curriculum. The framework for data collection and analysis used in this case study included logical reasoning, hermeneutics, and historical method, and authentic inquiry. Two raters validated the framework's adoption in this study, looking at the content validity and reliability after the training. Each rater rated the sample curriculum independently and compared results to see if or how they agreed and disagreed. This process included questions, discussions, and clarifications about items of each framework. For inquiry tasks, results showed that induction (37.6%) and abduction (47.7%) were mainly used for logical reasoning; in hermeneutics, the process termed "forestructures of understanding" (82.7%) was mainly used, and "recursive reasoning" (12.0%) and the "historical nature of human understanding" (5.3%) were minimally used; and in the historical method, "adhering to the modern principle of uniformitarianism" (48.8%) and "constructing proper taxonomies" (34.2%) were mainly used. However, the curriculum included little use of what is typically represented, in high school Earth Science, as the features of authentic scientific inquiry. These features are "making multiple observations" and "developing theories about mechanisms." This study also analyzed the relationships among three types of logical reasoning and the features of authentic scientific inquiry. Based on these findings on logical reasoning and authentic inquiry features, we discuss the implications for inquiry-based Earth Science curriculum development.
机译：这项研究的目的是调查高中地球科学课程的探究任务中展示的探究特征。本案例研究选择了最广泛使用的课程之一“霍尔特地球科学”，以研究地球科学逻辑推理与真实科学探究之间是如何相互联系的，以及它们如何在课程中得到体现。本案例研究中使用的数据收集和分析框架包括逻辑推理，解释学和历史方法以及真实的查询。两名评估者在培训后查看了内容的有效性和可靠性，从而验证了该框架在本研究中的采用。每个评估者都对样本课程进行了独立评估，并比较了结果，以了解他们是否同意或不同意。此过程包括有关每个框架项目的问题，讨论和澄清。对于询问任务，结果显示归纳（37.6％）和绑架（47.7％）主要用于逻辑推理;在诠释学中，主要使用被称为“理解的前提”（82.7％）的过程，而最少使用“递归推理”（12.0％）和“人类理解的历史性”（5.3％）;在历史方法中，主要使用“坚持现代的均等主义原则”（48.8％）和“构建适当的分类法”（34.2％）。但是，该课程很少使用高中地球科学中通常表现为真实科学探究特征的内容。这些特征是“进行多种观察”和“发展有关机制的理论”。本研究还分析了三种逻辑推理与真实科学探究特征之间的关系。基于逻辑推理和真实探究特征的这些发现，我们讨论了基于探究的地球科学课程开发的意义。

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