“思维-对话”的反思技能对小学生科学思维深度培养的实践研究 — 以 《船的研究》为例 A Practical Study of Reflection Skills developed through "Thinking-Dialogue" on the Cultivation of Scientific Thinking of Primary School Students: A Case Study of Ships
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Authors
Jia, Xu
Yingni, Zhang
Yu, Han
Issue Date
2025
Educational Level
ISCED Level 1 Primary education
Geographical Setting
China
Abstract
Context: The study explores the role of reflection skills developed through "thinking-dialogue" in enhancing primary school students' scientific thinking. Conducted in a public school in Changchun, China, the research involved three experienced teachers and 48 fifth-grade students. The students exhibited strong logical thinking and communication skills. The study focused on a unit titled "Research on Ships," where students engaged in engineering practice and iterative reflection to improve their boat designs.
Aims: The research aimed to address the limited emphasis on reflection in current science curricula, which often lack structured reflective teaching models. It sought to examine how applying reflection skills within thinking-dialogue could deepen students' scientific thinking. The study investigated how reflection impacts students' ability to refine their designs and develop critical thinking, emphasizing the role of dialogue in prompting deeper learning.
Methods: The project followed an inquiry-based approach adapted from the fifth-grade science curriculum. Students initially explored fundamental knowledge about ships, designed and built small boats, and then engaged in iterative reflection based on real-world testing. Teachers facilitated reflection through guided questioning and structured dialogue. Students documented their reflections, identified design flaws, and proposed improvements. Classroom discussions and teacher observations provided qualitative insights into students' evolving thought processes.
Findings: Students demonstrated increased depth in scientific thinking through repeated reflection and dialogue. Initially, students struggled with structured reflection, but over time, they learned to articulate challenges and propose solutions. Thinking- dialogue strategies, particularly teacher-led questioning, helped students overcome cognitive obstacles and refine their reasoning. The collaborative aspect of reflection also expanded students’ perspectives, as they learned from their peers' insights. The process fostered critical thinking and iterative problem-solving, leading to improved design outcomes.
Implications: The findings suggest that structured reflection within thinking-dialogue can be a valuable tool for enhancing students' scientific reasoning. Teachers facilitating guided reflection can help students develop deeper analytical skills and a more iterative approach to problem-solving. The study highlights the importance of creating open learning environments where students feel encouraged to engage in reflective dialogue. Additionally, sustained reflection appears to foster greater independence in students' critical thinking and collaborative inquiry.
Aims: The research aimed to address the limited emphasis on reflection in current science curricula, which often lack structured reflective teaching models. It sought to examine how applying reflection skills within thinking-dialogue could deepen students' scientific thinking. The study investigated how reflection impacts students' ability to refine their designs and develop critical thinking, emphasizing the role of dialogue in prompting deeper learning.
Methods: The project followed an inquiry-based approach adapted from the fifth-grade science curriculum. Students initially explored fundamental knowledge about ships, designed and built small boats, and then engaged in iterative reflection based on real-world testing. Teachers facilitated reflection through guided questioning and structured dialogue. Students documented their reflections, identified design flaws, and proposed improvements. Classroom discussions and teacher observations provided qualitative insights into students' evolving thought processes.
Findings: Students demonstrated increased depth in scientific thinking through repeated reflection and dialogue. Initially, students struggled with structured reflection, but over time, they learned to articulate challenges and propose solutions. Thinking- dialogue strategies, particularly teacher-led questioning, helped students overcome cognitive obstacles and refine their reasoning. The collaborative aspect of reflection also expanded students’ perspectives, as they learned from their peers' insights. The process fostered critical thinking and iterative problem-solving, leading to improved design outcomes.
Implications: The findings suggest that structured reflection within thinking-dialogue can be a valuable tool for enhancing students' scientific reasoning. Teachers facilitating guided reflection can help students develop deeper analytical skills and a more iterative approach to problem-solving. The study highlights the importance of creating open learning environments where students feel encouraged to engage in reflective dialogue. Additionally, sustained reflection appears to foster greater independence in students' critical thinking and collaborative inquiry.
Description
Keywords (free text)
primary education , science education , project-based learning , inquiry learning , thinking-dialogue , reflection