Constructing explanations of scientific phenomena is a high-leverage practice that promotes student understanding. In the context of this study, we acknowledge that children are used to receiving explanations from teachers. ...

Upper elementary students face conceptual and linguistic challenges when writing in science. One way to scaffold science writing is the explicit teaching of cross-disciplinary language. Limited research has explored the ...

The objective of this study was to analyse the moderating effect of metalinguistic reflection (MR) on linguistic resources to predict the quality of the scientific explanations produced by 359 fourth-grade students who ...

Writing disciplinary texts is difficult for upper-elementary students, but it is a core practice for subject learning. A dimension under-explored in disciplinary writing contexts is metalinguistic reflection; however, this ...

Recently, Piccinini and Craver have stated three theses concerning the relations between functional analysis and mechanistic explanation in cognitive sciences: No Distinctness: functional analysis and mechanistic explanation ...

This article studies the school scientific explanation and scaffolding as contingent pedagogical support, based on socio-constructivist theories of learning. The relevance of this work is guiding science education teaching ...

How is scientific progress effected? Are there criteria for choosing scientific theories? What is the impact of cognitive and extracognitive values on such choices? To address issues like these, science philosopher Thomas ...

I propose a cautionary assessment of the recent debate concerning the impact of the dynamical approach on philosophical accounts of scientific explanation in the cognitive sciences and, particularly, the cognitive ...