Students' Mechanistic Reasoning in Practice: Enabling Functions of Drawing, Gestures and Talk

Autor/inn/en	de Andrade, Vanessa; Shwartz, Yael; Freire, Sofia; Baptista, Mónica
Titel	Students' Mechanistic Reasoning in Practice: Enabling Functions of Drawing, Gestures and Talk
Quelle	In: Science Education, 106 (2022) 1, S.199-225 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Andrade, Vanessa) ORCID (Shwartz, Yael) ORCID (Freire, Sofia) ORCID (Baptista, Mónica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21685
Schlagwörter	Abstract Reasoning; Logical Thinking; Science Process Skills; Science Curriculum; Freehand Drawing; Nonverbal Communication; Middle School Students; Secondary School Science; Chemistry + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Drawing; Zeichnen; Non-verbal communication; Nonverbale Kommunikation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Chemie
Abstract	Mechanistic reasoning is a powerful form of reasoning central to scientific explanations. Despite mechanistic reasoning being an important dimension of scientific practice and a central dimension of science curricula, students face difficulties in developing such type of reasoning. Many authors have been proposing tools for supporting its development; drawing is one such tool. Studies that purposefully explore how drawing leverages and supports students' mechanistic reasoning while engage in a process of constructing explanations are still scarce. The goal of the current study was to understand how students' mechanistic reasoning emerges and is enacted when students are jointly involved in drawing creation. For that, we drew on a recent framework that identifies essential characteristics of students' mechanistic reasoning and also on theories of distributed and embodied cognition. In this paper, we present a pair of middle school students who jointly explain a chemical phenomenon by creating drawings and reasoning with them. Using a fine-grain analysis we examined the elements of students' mechanistic reasoning in relation to drawing creation and how talk and embodied actions on and with the drawings were used to support students' reasoning. Findings reveal that drawings played a key role in paving the way for students reasoning about mechanisms and in enacting mechanistic reasoning. In particular, drawings were essential for pushing students to look for a mechanism, for enabling and supporting mechanistic reasoning-in-action, and for facilitating productive interactions between the students that ended up in the construction of a sophisticated mechanistic explanation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01