- Conference date: 21–22 July 2010
- Location: Portland, (Oregon)
The objectives of K‐12 teacher education science courses often focus on conceptual learning and improving students overall attitude towards science. It is often assumed that with the use of research‐based curriculum material and more hands on inquiry approaches, without any explicit instruction, student scientific and critical thinking skills would also be enhanced. In the last three years, we have been investigating student scientific and evidence‐based reasoning abilities in a K‐8 pre‐service science course at Cal Poly Pomona. After recognizing student difficulties understanding the elements of scientific reasoning, we have provided explicit feedback using a rubric to assist students to become more rigorous and reflective thinkers; to use appropriate and accurate vocabulary; exercise evidence‐base reasoning; and develop skepticism with respect to their own views. We will share the rubric and report on the preliminary results.
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