Case analysis of children's reasoning in problem-solving process

References

• AAAS (1993, 2009). Benchmarks for Science Literacy. American Association for the Advancement of Science. Available at http://www.project2061.org/publications/bsl/online/index.php?home=true
   Google Scholar
• Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 139(4), 544–559.
   Google Scholar
• Belland, B., Glazewski, K., & Richardson, J. (2008). A scaffolding framework to support the construction of evidence-based arguments among middle school students. Educational Technology Research and Development, 56(4), 401–422.
   Web of Science ®Google Scholar
• Brown, N. S., Furtak, E. M., Timms, M., Nagashima, S. O., & Wilson, M. (2010). The evidence-based reasoning framework: Assessing scientific reasoning. Educational Assessment, 15(3/4), 123–141. doi: 10.1080/10627197.2010.530551
   Google Scholar
• Bullock, M., Sodian, B., & Koerber, S. (2009). Doing experiments and understanding science. Development of scientific reasoning from childhood to adulthood. In W. Schneider & M. Bullock (Eds.), Human development from early childhood to early adulthood: Findings from a 20-year longitudinal study (pp. 173–197). Mahwah, NJ: Erlbaum.
   Google Scholar
• Chin, C., & Chia, L. G. (2006). Problem-based learning: Using ill-structured problems in biology project work. Science Education, 90, 44–67.
   Web of Science ®Google Scholar
• Collins, R. H., Sibthorp, J., & Gookin, J. (2016). Developing ill-structured problem-solving skills through wilderness education. Journal of Experiential Education, 39(2), 179–195.
   Web of Science ®Google Scholar
• Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130.
   Web of Science ®Google Scholar
• Fawcett, L. M., & Garton, A. F. (2005). The effect of peer collaboration on children’s problem-solving ability. British Journal of Educational Psychology, 75, 157–169.
   PubMed Web of Science ®Google Scholar
• Firestone, W. A. (1993). Alternative arguments for generalizing from data as applied to qualitative research. Educational Researcher, 22(4), 16–23.
   Google Scholar
• Furtak, E., Hardy, I., Beinbrech, C., Shavelson, R., & Shemwell, J. (2010). A framework for analyzing evidence-based reasoning in science classroom discourse. Educational Assessment, 15(3-4), 175–196.
   Google Scholar
• Gillies, R., & Khan, A. (2009). Promoting reasoned argumentation, problem-solving and learning during small-group work. Cambridge Journal of Education, 39(1), 7–27.
   Google Scholar
• Gillies, R., Nichols, K., Burgh, G., & Haynes, M. (2014). Primary students’ scientific reasoning and discourse during cooperative inquiry-based science activities. International Journal of Educational Research, 63, 127–140.
   Web of Science ®Google Scholar
• Goel, V. (1992). A comparison of well-structured and ill-structured task environments and problem spaces: Proceedings of the Fourteenth Annual Conference of the cognitive science society. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Hardy, I., Kloetzer, B., Moeller, K., & Sodian, B. (2010). The analysis of classroom discourse: Elementary school science curricula advancing reasoning with evidence. Educational Assessment, 15(3–4), 197–221.
   Google Scholar
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
   Web of Science ®Google Scholar
• Hmelo-Silver, C., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26(1), 48–94.
   Web of Science ®Google Scholar
• Hong, S.-Y., & Diamond, K. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295–305.
   Web of Science ®Google Scholar
• Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.
   Web of Science ®Google Scholar
• Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85.
   Web of Science ®Google Scholar
• Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 6–28.
   Google Scholar
• Jonassen, D. H., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 139–151.
   Web of Science ®Google Scholar
• Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96(4), 674–689.
   PubMed Web of Science ®Google Scholar
• Laxman, K. (2010). A conceptual framework mapping the application of information search strategies to well and ill-structured problem solving. Computers & Education, 55, 513–526.
   Web of Science ®Google Scholar
• Mayer, D., Sodian, B., Koerber, S., & Schwippert, K. (2014). Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities. Learning And Instruction, 29, 43–55.
   Web of Science ®Google Scholar
• Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. Journal of the Learning Sciences, 17, 33–59.
   Web of Science ®Google Scholar
• Merriam, S. B. (1998). Case study as qualitative research. In S. B. Merriam (Ed.), Qualitative research and case study application in education (pp. 26–43). San Francisco: Jossey-Bass Publisher.
   Google Scholar
• National Research Council. (2000). Inquiry and the national science education standards. Washington: National Academy.
   Google Scholar
• OECD [Organisation for Economic Co-operation and Development]. (2013). PISA 2015 Draft Science Framework. Retrieved from https://www.oecd.org/pisa/pisaproducts/Draft20PISA20201520Science20Framework%20.pdf
   Google Scholar
• Pease, M., & Kuhn, D. (2011). Experimental analysis of the effective components of problem-based learning. Science Education, 95, 57–86.
   Web of Science ®Google Scholar
• Piekny, J., & Maehler, C. (2013). Scientific reasoning in early and middle childhood: The development of domain-general evidence evaluation, experimentation, and hypothesis generation skills. British Journal of Developmental Psychology, 31(2), 153–179.
   PubMed Web of Science ®Google Scholar
• Polk, M., & Knutsson, P. (2008). Participation, value rationality and mutual learning in transdisciplinary knowledge production for sustainable development. Environmental Education Research, 14(6), 643–653.
   Web of Science ®Google Scholar
• Ramadier, T. (2004). Transdisciplinarity and its challenges: The case of urban studies. Futures, 36(4), 423–439.
   Web of Science ®Google Scholar
• Reznitskaya, A., Anderson, R., & Kuo, L. (2007). Teaching and learning argumentation. The Elementary School Journal, 107, 449–472.
   Web of Science ®Google Scholar
• Ryu, S., & Sandoval, W. (2012). Improvements to elementary children’s epistemic understanding from sustained argumentation. Science Education, 96(3), 488–526.
   Web of Science ®Google Scholar
• Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research In Science Teaching, 41(5), 513–536.
   Web of Science ®Google Scholar
• Shin, N., Jonassen, D., & McGee, S. (2003). Predictors of well-structured and ill-structured problem solving in an astronomy simulation. Journal of Research in Science Teaching, 40(1), 6–33.
   Web of Science ®Google Scholar
• Siew, N. M., Chong, C. L., & Lee, B. N. (2013). Fostering fifth graders’ scientific creativity through problem-based learning. Journal of Baltic Science Education, 14(5), 655–669.
   Web of Science ®Google Scholar
• Sternberg, R. J., & Ben-Zeev, T. (2001). Complex cognition: The psychology of human thought. New York: Oxford University Press.
   Google Scholar
• Wirth, J., & Klieme, E. (2003). Computer-based assessment of problem solving competence. Assessment in Education: Principles, Policy & Practice, 10(3), 329–345.
   Google Scholar
• Wüstenberg, S., Greiff, S., Vainikainen, M., & Murphy, K. (2016). Individual differences in students’ complex problem solving skills: How they evolve and what they imply. Journal of Educational Psychology, 108(7), 1028–1044.
   Web of Science ®Google Scholar
• Xun, G., & Land, S. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5–22.
   Web of Science ®Google Scholar
• Yin, R. (2014). Case study research: Design and methods (5th ed.). Beverly Hills, CA: Sage.
   Google Scholar
• Zeidler, D. L. (2003). The role of moral reasoning and the status of socioscientific issues in science education. Netherlands: Springer, Amsterdam.
   Google Scholar
• Zou, T., & Mickleborough, N. (2015). Promoting collaborative problem-solving skills in a course on engineering grand challenges. Innovations in Education and Teaching International, 52(2), 148–159.
   Web of Science ®Google Scholar