August 1st, 2011 | RESEARCH
A study contrasting scientific reasoning skills of students with limited knowledge of the domain against more expert groups found little difference in nature of hypothesising and experimentation, but their lack of domain knowledge hindered non-experts' abilities to develop and test models. Findings highlight the need for support to understand models and organize knowledge.
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Team Members
Heather King, Author, King’s College LondonRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science
Resource Type: Research Brief