Logo image
Back
Teaching referents and the warrants used to test the viability of students' mental models: Is there a link?
Journal article   Peer reviewed

Teaching referents and the warrants used to test the viability of students' mental models: Is there a link?

S.M. Ritchie, K. Tobin and K.S. Hook
Journal of Research in Science Teaching, Vol.34(3), pp.223-238
1997
DOI: https://doi.org/10.1002/(SICI)1098-2736(199703)34:3<223::AID-TEA2>3.0.CO;2-U
url
Link to Published Version *Subscription may be requiredView

Abstract

From a constructivist perspective, learners construct viable knowledge rather than acquire representations of truth. The warrants of authority, coherence, and empirical evidence are identified as means by which the viability of knowledge claims can be established by learners. In this interpretive study, we examined which warrants were invoked by Grade 8 science classroom participants in their daily interactions, and whether these were linked to particular teaching referents. We found that when the teacher embraced a content exposure referent at the expense of constructivism, the warrant of authority dominated interactions. The students' alternative conceptions and mental models were not explored appropriately. Instead, students most frequently were expected to accept the voice of authority uncritically. By such actions students were restrained from meaningful learning.

Details

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Metrics

29 Record Views
18 Times Cited - Web of Science

InCites Highlights

These are selected metrics from InCites Benchmarking & Analytics tool, related to this output

Collaboration types
Domestic collaboration
International collaboration
Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.295 Science Education
Web Of Science research areas
Education & Educational Research
ESI research areas
Social Sciences, general
Logo image