Supporting data interpretation and model evaluation during scientific discovery learning

Scientific discovery learning has proven to be a useful application of constructivist theory to science education, but students encounter many difficulties in the process and need support. This paper describes research concerning the problems learners experience during the data interpretation and model evaluation phases of scientific discovery learning. Students tried to solve a number of problems that required both data interpretation and model evaluation. Their reasoning steps were recorded using both verbal reports and written answers. The results of this experiment gave an indication of the sort of reasoning steps with which students had the most difficulties. These results were used to provide suggestions for cognitive tools that could support the learner during these tasks