TY - JOUR
T1 - Reasoning about Interactions between Variables
AU - Zohar, Anat
PY - 1995/12
Y1 - 1995/12
N2 - Thinking about interactions between variables is a necessary condition for accurate scientific thinking. The purpose of this study was to investigate difficulties in thinking about interactions between variables and to suggest remedial educational means. A conceptual analysis distinguishes between valid interaction inferences, invalid interaction inferences, and limited inferences which can be seen as a partial or a primitive interaction inference. Empirical findings show that expert thinkers demonstrate thinking about interactions at both an operational and a metastrategic level. Some lay‐adults however, although able to draw many limited inferences, encounter substantial difficulties in drawing valid interaction inferences while engaged in an investigation of a scientific sort. Four types of difficulties were identified in this study: lack of a “double set of controlled comparisons” strategy that is necessary for valid inferences about interacting variables; lack of the conceptual framework for interacting factors; diversion of attention to other features; and difficulty in maintaining the necessary control of other variables. The implications of the findings to science curriculum are discussed.
AB - Thinking about interactions between variables is a necessary condition for accurate scientific thinking. The purpose of this study was to investigate difficulties in thinking about interactions between variables and to suggest remedial educational means. A conceptual analysis distinguishes between valid interaction inferences, invalid interaction inferences, and limited inferences which can be seen as a partial or a primitive interaction inference. Empirical findings show that expert thinkers demonstrate thinking about interactions at both an operational and a metastrategic level. Some lay‐adults however, although able to draw many limited inferences, encounter substantial difficulties in drawing valid interaction inferences while engaged in an investigation of a scientific sort. Four types of difficulties were identified in this study: lack of a “double set of controlled comparisons” strategy that is necessary for valid inferences about interacting variables; lack of the conceptual framework for interacting factors; diversion of attention to other features; and difficulty in maintaining the necessary control of other variables. The implications of the findings to science curriculum are discussed.
UR - http://www.scopus.com/inward/record.url?scp=84989059206&partnerID=8YFLogxK
U2 - 10.1002/tea.3660321005
DO - 10.1002/tea.3660321005
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AN - SCOPUS:84989059206
SN - 0022-4308
VL - 32
SP - 1039
EP - 1063
JO - Journal of Research in Science Teaching
JF - Journal of Research in Science Teaching
IS - 10
ER -