Scholarlink

<p>The ability to construct scientific explanations is a cornerstone of scientific literacy, and its development is a priority in high school science education. This study introduces and evaluates a novel pedagogical approach, termed Algorithmic Explanations (AE), which guides students to structure their reasoning in a step-by-step, logical manner akin to an algorithm. Implemented in a high school chemistry context, the AE approach was used to teach three topics: (1) Electrochemistry, (2) Chemical Experiments, and (3) Redox Reactions. A mixed-methods approach was employed. A quasi-experimental design confirmed the effectiveness of the AE approach, with results showing that the experimental group significantly outperformed the control group in constructing scientific explanations across all topics following the intervention. Furthermore, a time-series design affirmed the transferability of the AE approach’s positive effects, demonstrating its utility in enhancing explanation skills across different chemistry topics. Interview results revealed that students held positive attitudes toward the AE approach. The AE approach facilitated students learning by clarifying the structure of scientific argumentation and deepening their conceptual understanding of chemistry.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Algorithmic Explanations as a Scaffold for Scientific Explanation: A Quasi-Experimental and Time-Series Study in High School Chemistry

  • 期刊论文

  • 发表日期：

    2026年6月16日

查看全文
  • Liying Zhu,
  • Wenqing Chen,
  • Jingxi Liu,
  • Muxi Jiang,
  • Yin Yang

摘要

The ability to construct scientific explanations is a cornerstone of scientific literacy, and its development is a priority in high school science education. This study introduces and evaluates a novel pedagogical approach, termed Algorithmic Explanations (AE), which guides students to structure their reasoning in a step-by-step, logical manner akin to an algorithm. Implemented in a high school chemistry context, the AE approach was used to teach three topics: (1) Electrochemistry, (2) Chemical Experiments, and (3) Redox Reactions. A mixed-methods approach was employed. A quasi-experimental design confirmed the effectiveness of the AE approach, with results showing that the experimental group significantly outperformed the control group in constructing scientific explanations across all topics following the intervention. Furthermore, a time-series design affirmed the transferability of the AE approach’s positive effects, demonstrating its utility in enhancing explanation skills across different chemistry topics. Interview results revealed that students held positive attitudes toward the AE approach. The AE approach facilitated students learning by clarifying the structure of scientific argumentation and deepening their conceptual understanding of chemistry.