View in EDS

Some Features of Causal Reasoning: Common Sense and Physics Teaching

Saved in:
Bibliographic Details
Title: Some Features of Causal Reasoning: Common Sense and Physics Teaching
Language: English
Authors: Besson, Ugo
Source: Research in Science and Technological Education. May 2004 22(1):113-124.
Availability: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Peer Reviewed: Y
Page Count: 12
Publication Date: 2004
Document Type: Journal Articles
Reports - Research
Descriptors: Sciences, Science Education, Physics, Causal Models, Thinking Skills, Interviews, Questionnaires, Teaching Methods, Secondary School Students, Testing
ISSN: 0263-5143
Abstract: The idea of causality is central in science and has long given rise to debate among philosophers and scientists. While the tendency to avoid causality seems to have become dominant in science and philosophy, research in science education has shown the strong presence in common reasoning of causal explanations, often conceived as a 'mechanism' capable of accounting for physical transformations. Some researchers have proposed using this common causal reasoning as a basis for teaching-learning sequences, especially in electricity and mechanics. This paper analyses some features of causal reasoning used in physics by students, using questionnaires and interviews involving students and teachers. This study has shown three aspects which are related to one another: a confusion between efficient and contingent causes, between the conditions of occurrence of a phenomenon and the cause actually producing it; a tendency to 'displace' causes, skipping intermediate objects; and a difficulty in connecting local causes and global effects. The paper highlights the differences between common reasoning and scientific usage, and their effect on learning. In fact, these trends of reasoning must be taken into account in teaching: they should be considered not only as creating an obstacle to learning physics, but also as resources at the learner's disposal.
Abstractor: Author
Number of References: 30
Entry Date: 2005
Access URL: https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=TYU9E4G65HP6TUJM
Accession Number: EJ681284
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ681284
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Some Features of Causal Reasoning: Common Sense and Physics Teaching
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Besson%2C+Ugo%22">Besson, Ugo</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+and+Technological+Education%22"><i>Research in Science and Technological Education</i></searchLink>. May 2004 22(1):113-124.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2004
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sciences%22">Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Causal+Models%22">Causal Models</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0263-5143
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The idea of causality is central in science and has long given rise to debate among philosophers and scientists. While the tendency to avoid causality seems to have become dominant in science and philosophy, research in science education has shown the strong presence in common reasoning of causal explanations, often conceived as a 'mechanism' capable of accounting for physical transformations. Some researchers have proposed using this common causal reasoning as a basis for teaching-learning sequences, especially in electricity and mechanics. This paper analyses some features of causal reasoning used in physics by students, using questionnaires and interviews involving students and teachers. This study has shown three aspects which are related to one another: a confusion between efficient and contingent causes, between the conditions of occurrence of a phenomenon and the cause actually producing it; a tendency to 'displace' causes, skipping intermediate objects; and a difficulty in connecting local causes and global effects. The paper highlights the differences between common reasoning and scientific usage, and their effect on learning. In fact, these trends of reasoning must be taken into account in teaching: they should be considered not only as creating an obstacle to learning physics, but also as resources at the learner's disposal.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 30
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2005
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://taylorandfrancis.metapress.com/link.asp?target=contribution&id=TYU9E4G65HP6TUJM" linkWindow="_blank">http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=TYU9E4G65HP6TUJM</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ681284
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ681284
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 113
    Subjects:
      – SubjectFull: Sciences
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Causal Models
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Testing
        Type: general
    Titles:
      – TitleFull: Some Features of Causal Reasoning: Common Sense and Physics Teaching
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Besson, Ugo
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2004
          Identifiers:
            – Type: issn-print
              Value: 0263-5143
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Research in Science and Technological Education
              Type: main
ResultId 1