This weekend, suspicious minds don't have to seek very far for the material to construct explanations other than the official ones.
Equipping students with the competence to construct explanations scientifically is also a fundamental target of science education (Kultusministerkonferenz 2004; Ministry of Education, P. R. China 2011; NGSS Leading States 2013).
Notice, though, that although this rationale yields an account of why it is desirable to construct explanations appealing to laws (when this is possible), it isn't clear that yields the result that explanation always requires laws.
A system of reasoning was adopted as the analytic strategy, within a theory-driven evaluation, to abstract general issues from the case study data to construct explanations of symptom control and dressing performance.
In the process of everyday reasoning, students often construct explanations about their experiences using authority figures (i.e., teachers, parents) or their intuitive beliefs from their experienced patterns (i.e., trial runs, repetitive observations).
Other authors suggest that students do not actually maintain coherent conceptual frameworks relating to complex phenomena, but instead construct explanations spontaneously using intuitions derived from everyday experience (see Southerland et al. 2001).
Throughout the module, students are asked to make predictions, record data and observations from repeated runs of the simulations, draw inferences from their observations and data, and construct explanations to explain why their predictions were or were not supported.
Religions typically rely upon a combination of tenets from holy books and belief in supernatural entities to make claims, whereas science relies upon interpretations of physical evidence to construct explanations of the natural world.
Chin and Osborne (2010a) conducted another study that showed that questionings prompted students to articulate their puzzlement, make explicit their claims and (mis conceptions, identify and relate relevant key concepts, construct explanations and consider alternatives especially when their ideas were challenged.
It was essential for students to recognize the various connections in logical thinking so that they could identify faulty reasoning, identify reliable evidence and construct explanations before they could refute or support a hypothesis – these were essential science process skills that fostered scientific inquiry (Curriculum Planning and Development Division [CPDD], 2013).
This led to four construct explanations.
