scholarly journals Argument-driven inquiry for STEM education in physics: Changes in students’ scientific reasoning patterns

2021 ◽  
Author(s):  
N. Atqiya ◽  
L. Yuliati ◽  
M. Diantoro
Keyword(s):  
Stem Education ◽  
Scientific Reasoning ◽  
Reasoning Patterns

scholarly journals Cultivating Water Literacy in STEM Education: Undergraduates’ Socio-Scientific Reasoning about Socio-Hydrologic Issues

Water ◽  
2020 ◽  
Vol 12 (10) ◽  
pp. 2857
Author(s):  
David C. Owens ◽  
Destini N. Petitt ◽  
Diane Lally ◽  
Cory T. Forbes
Keyword(s):  
Mixed Methods ◽  
Stem Education ◽  
Undergraduate Students ◽  
Scientific Reasoning ◽  
Information Sources ◽  
Mixed Methods Study ◽  
Reasoning Skills ◽  
Water Literacy

Water-literate individuals effectively reason about the hydrologic concepts that underlie socio-hydrological issues (SHI), but functional water literacy also requires concomitant reasoning about the societal, non-hydrological aspects of SHI. Therefore, this study explored the potential for the socio-scientific reasoning construct (SSR), which includes consideration of the complexity of issues, the perspectives of stakeholders involved, the need for ongoing inquiry, skepticism about information sources, and the affordances of science toward the resolution of the issue, to aid undergraduates in acquiring such reasoning skills. In this fixed, embedded mixed methods study (N = 91), we found SHI to hold great potential as meaningful contexts for the development of water literacy, and that SSR is a viable and useful construct for better understanding undergraduates’ reasoning about the hydrological and non-hydrological aspects of SHI. The breadth of reasoning sources to which participants referred and the depth of the SSR they exhibited in justifying those sources varied within and between the dimensions of SSR. A number of participants’ SSR was highly limited. Implications for operationalizing, measuring, and describing undergraduate students’ SSR, as well as for supporting its development for use in research and the classroom, are discussed.

scholarly journals The use of scaffolding to promote preschool children’s competencies of evidence-based reasoning

2021 ◽  
Author(s):  
Ilonca Hardy ◽  
Simone Stephan-Gramberg ◽  
Astrid Jurecka
Keyword(s):  
Preschool Children ◽  
Experimental Design ◽  
Empirical Evidence ◽  
Repeated Measures ◽  
Scientific Reasoning ◽  
Deductive Reasoning ◽  
Control Group ◽  
Evidence Based ◽  
Reasoning Patterns ◽  
Evaluation Of Evidence

AbstractScientific reasoning encompasses individuals‘ evaluation of evidence with regard to a given hypothesis. In this study, we investigated whether preschool children are able to reason with empirical evidence in the science context of elasticity. N = 63 preschoolers were presented with tasks following the deductive reasoning paradigm and were asked to evaluate the relevance of given events (objects) with regard to a hypothesis. In a repeated measures experimental design with three groups, we tested whether different forms of scaffolding (adaptive prompts with/without modeling of advanced reasoning) would promote children’s reasoning compared to a control group without intervention. We found that adaptive prompts with modeling significantly improved children’s evaluation of irrelevant events in the posttest. Further, these children’s reasoning patterns scored significantly higher than those of the control group. Our results suggest that preschool children are able to reason with evidence if they are given adequate support. Specifically, the modeling of advanced reasoning functioned as a scaffold beyond the use of adaptive prompts in irrelevant event evaluations.

Inquiry Learning

2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner
Keyword(s):  
Scientific Reasoning ◽  
Inquiry Learning ◽  
Instructional Support ◽  
Test Results ◽  
Knowledge Test ◽  
Simulation Based ◽  
Scientific Experiments ◽  
Specific Support ◽  
Science Classes

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

The RISE Model: Students' Conceptions of the Relevance in STEM Education to Career Development

2014 ◽  
Author(s):  
Sean Flanagan ◽  
Eleanor Castine ◽  
Kimberly A. S. Howard
Keyword(s):  
Career Development ◽  
Stem Education

The Impact of Alluring Information on Scientific Reasoning

2012 ◽  
Author(s):  
Rebecca E. Rhodes ◽  
Fernando Rodriguez ◽  
Priti Shah
Keyword(s):  
Scientific Reasoning ◽  
The Impact

Confirmation bias in scientific reasoning: The roles of gender, perceived competence and actual competence

2004 ◽  
Author(s):  
Tatiana T. Ballion ◽  
Valerie K. Sims ◽  
Sidra I. Van de Car
Keyword(s):  
Scientific Reasoning ◽  
Confirmation Bias ◽  
Perceived Competence

ROLE OF COMMUNITY COLLEGES IN STEM EDUCATION: THOUGHTS ON IMPLICATIONS FOR POLICY, PRACTICE, AND FUTURE RESEARCH

2010 ◽  
Vol 16 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Elizabeth Hoffman ◽  
Soko S. Starobin ◽  
Frankie Santos Laanan ◽  
Marisa Rivera
Keyword(s):  
Community Colleges ◽  
Stem Education ◽  
Future Research ◽  
Policy Practice
Sign in / Sign up

Export Citation Format

Share Document