Aspects of student’s perception of scientific explanation
Abstract
The purpose of the present study was to explore the cognitive
steps involved in students' assessment of explanation in Science
using structured tests- developed and refined in the light of a two-step
linear model of information processing.
A pilot Study was conducted with first year undergraduates ln
order to identify the principal components of the assessment
process. Refinement of the instruments enabled a detailed investigation
of the assessment process and its constraints.
As a result of this wo'rk light has been shed on the cognitive
dysfunctions associated with failures in physics students' assessment
of scientific explanation.
A Primary recommendation resulting from this study is that
instruction in physics should place much greater emphasis than at
present on the underlying logical structure of the subject. It is
als recommended further that physics instruction to be successful
should bring the student into a conscious explanatory process
Citation
M. Ed. (Phys.)Publisher
University of Nairobi Department of Pysical Sciences
Description
Master of Science (Edu.)