Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 1,302

The DOI matches its Crossref record; 100 of the 100 references it cites were found in a registry or an index.

Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

Open access
Chinn, Clark A., Malhotra, Betina A.·2002·Science Education
DOI 10.1002/sce.10001
Open this paper in CoChat — free account

Abstract

A main goal of science education is to help students learn to reason scientifically. A main way to facilitate learning is to engage students in inquiry activities such as conducting experiments. This article presents a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science. The framework helps identify the respects in which these reasoning tasks are similar to and different from real scientific research. The framework is based on a recent theory of reasoning, models‐of‐data theory. We argue that inquiry tasks commonly used in schools evoke reasoning processes that are qualitatively different from the processes employed in real scientific inquiry. Moreover, school reasoning tasks appear to be based on an epistemology that differs from the epistemology of authentic science. Inquiry tasks developed by researchers have increasingly captured features of authentic science, but further improvement is still possible. We conclude with a discussion of the implications of our analysis for research, assessment, and instruction. © 2002 Wiley Periodicals, Inc. Sci Ed 86:175–218, 2002; DOI 10.1002/sce.10001

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1002/sce.10001

Cites

100 of 100 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Cited by

See all 1,302

Metadata

Authors
Chinn, C. A., & Malhotra, B. A.
Venue
Science Education
Publisher
Wiley
Published
2002-02-19
Volume
86
Issue
2
Pages
175-218
ISSN
  • 0036-8326 (ISSN-L)
  • 1098-237X
DOI
10.1002/sce.10001
OpenAlex
W2128340945
Cited by
1,302
References
100
FWCI
71.06
Type
journal article
Language
en
Open access
bronze

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.