Teaching in ways that help students understand the nature of science and how to use scientific reasoning patterns have long been central goals of science education. This article attempts to explicate the basic pattern of scientific reasoning, show how the pattern has been used to answer a wide range of scientific questions, and argue that sequencing instruction that focuses on that reasoning pattern helps students better understand the nature of science and use scientific reasoning in and beyond the classroom.
Details
Type Journal ArticlePub Date 5/1/1999Stock # jcst99_028_06_401Volume 028Issue 06