Table 4 Evaluation utterances
From: Participation patterns of elementary students in scientific problem finding activities
Group ID | A | B | C | E | F | G | Average | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Activity | I | II | I | II | I | II | I | II | I | II | I | II | |
Evaluation utterance per question (%) | 28 | 10 | 40 | 27 | 10 | 15 | 10 | 17 | 10 | 37 | 79 | 85 | 31 |
Criteria | Examples of Evaluation utterance | ||||||||||||
Testability or measurability | Hey! That’s not what we can do. We have to experiment it for ourselves. I think it is okay because we can test it. Can’t you measure it? | ||||||||||||
Answerability through Web search | When you search the internet everything can be found. It’s not something we can test. | ||||||||||||
Answers known | That is so obvious. Why are we doing it? / That’s just right (no need for exploration). | ||||||||||||
Contradictions in problems | “Why can’t soil photosynthesize?” Because it isn’t a plant! | ||||||||||||
Unfounded judgment | Well, that’s not good. / Isn’t that a bit weird? / I am curious too. | ||||||||||||