When I taught science (1966, 1968-1972, 1973) it was my evaluation that I needed to help these students in two ways: (1) teach them the vocabulary of science – so at the end of my time at Kiama High School, I was starting to plaster the science lab walls with visuals: text/terms/vocabulary, and pictures of what these terms related to; (2) give them enough opportunity with the science gear to begin to build manual facility with the technical gear.
I am not sure what would be my number 2, now, but I fail to see what might dislodge my number one.
Whetten and Cameron have this to say about vocabulary: (p.64, 4th ed)
Individuals who have a high tolerance of ambiguity also tend to be cognitively complex. They tedn to pay attention to more information, interpret more cues, and possess more sense-making categories [vocabulary] than less complex individuals do.
Schon has this to say: The Reflective Turn: Case Studies in and on educational practice. (p. 349), speaking of appropriate rigor inthe study of practice
With respect to the first condition, the ontology, or fundamental categories, of an underlying story determines the kinds of observations that must be made in order to disconfirm an explanation derived from that story.