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Identifying the Practices of Scientific Reasoning for Purposes of Instruction and Instantiating them in Specific Disciplines Jim Pellegrino, Co-Director of the Learning Sciences Research Institute (Click name for speaker's biography) As part of the redesign of Advanced Placement science courses in chemistry, physics, biology and environmental science, domain experts have attempted to define the 'big ideas" and enduring understandings that should be the focus of instruction and student learning. These content learning goals have been juxtaposed with a set of reasoning and inquiry skills (scientific practices), described by experts in the learning sciences. The science content and science reasoning skills have been combined to generate specific claims about student knowledge and understanding, and the accompanying patterns of evidence to support those claims. These claim-evidence pairings which incorporate content and reasoning will now define the targets for AP science courses (and the AP exams). We will look at aspects of this entire process of mapping the domains and the reasoning skills (practices). In particular we will examine the linkages that have been created between the science practices and the content in each science domain. Part of this examination will be to consider what, if anything about the reasoning skills and practices, is general across the science domains versus what happens when a skill is particularized within one or more specific domains of science.
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