The “data-in-pieces” position can account for the inconsistencies typically noticed in college students’ explanations, particularly when the students are requested to explain the same physical phenomena in several situational contexts. It is problematic, nonetheless, when it comes to decoding students’ more complicated, theory-like constructions which have been found to be proof against instruction such because the intuitive theories mentioned earlier (Clement, 1982). It additionally can’t clarify constraints on college students’ causal explanations such as those described by Chi , which can provide rise to misguided interpretation of scientific information.
In the end, Wales provided one small piece of the puzzle … Read More
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