Assessment of Scientific Reasoning: Development and Validation of Scientific Reasoning Assessment Tool (original) (raw)
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Equipping students with scientific reasoning skills (SRS) is an important mission of twenty-first-century education and part of the national curriculum in Flemish secondary schools. Therefore, we need to gain a better understanding of ways in which the development of these skills can be promoted. To date, empirical research on learning environments to foster SRS is scarce. In the present study, a quasi-experimental intervention study on SRS was designed and conducted with a sample of eleventh grade behavioral and social science students. Because of the complexity of SRS, two experimental conditions were compared with a control group. The experimental conditions were either analytic (five classes, N = 87) or integrated (five classes, N = 101) and are both based on the cycle of scientific inquiry, OPIRR (orientation, preparation, implementation, reporting, and reflection). In the analytic condition, on the one hand, SRS were trained in a fragmented way using unrelated exercises. In the integrated condition, on the other hand, a holistic approach was used whereby all the tasks were based on two authentic scientific papers. In the control group (two classes, N = 55), teachers applied their existing methods in order to teach SRS. Results of this study show that participants in one of the experimental conditions developed significantly stronger SRS skills than participants in the control condition. There was no significant difference in SRS posttest results between both experimental conditions.
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This correlational study on quantitative in nature was conducted to determine the relationship of scientific reasoning skills, critical thinking skills, and performance in Science of senior high school (SHS) students at Tapaz National High School, Capiz, Philippines. The variables in this study are the six different strands in SHS, namely, Science, Technology, Engineering, and Mathematics (STEM); General Academic Strand (GAS); Accountancy, Business, and Management (ABM); Home Economics (HE); Information and Communications Technology (ICT); and Shielded Metal Arc Welding (SMAW). The study used three instruments to quantify its goal with the statistical tools used to analyse data, i.e. the mean, standard deviation, and Pearson's r correlation coefficient. All inferential tests were set at 0.05 alpha level. The findings of the study revealed that the level of scientific reasoning skills of SHS students when taken as a whole was "high", and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT were "high" while the SMAW was on "average" level of critical thinking skills. While when taken as a whole is found "developed" and when grouped according to strand, the STEM, GAS, ABM, HE, and ICT are "developed" while the SMAW is "moderately developed"; and their level of performance in Science, when taken as a whole, is "very satisfactory" and when grouped according to strand, the STEM, GAS, ABM, and HE were "very satisfactory" while the ICT and SMAW are "satisfactory". A significant relationship among the variables was taken as a whole and grouped according to strand. Students should learn to engage in scientific argumentation to develop their scientific reasoning and critical thinking skills. Also, the teachers should build up certain students' skills to better their performance in Science and other subjects. The school administration should also look for more sustainable programs and workshops for the teachers and students to improve their studies and lives.
Reasoning in psychological perspective may be defined as set of mental processes used to derive inferences or conclusions from premises (Samarapungavan, 2009). Reasoning helps us to generate new knowledge and to organize existing knowledge making it more usable for future mental work. Reasoning therefore becomes central to many forms of thought such as scientific, critical, and creative thinking, argumentation, problem solving, and decision making. Reasoning is an inevitable part of the various aspects of academic inquiry. In this paper, the Investigators tried to find out the relationship between Scientific reasoning and Achievement in Chemistry of Secondary school students for total sample and for the subsample Gender. They also tried to find out whether there exists any significant difference in the Scientific reasoning and Achievement in Chemistry of Secondary school students based on their Gender. Proper statistical techniques were used to collect, standardize and Analyze the data.
The Relationship between Logical-Thinking Ability and Science Achievement of Middle School Students
Journal of Physics: Conference Series, 2019
The students' science achievement is one of the educational problems that need to be considered. Factors that can influence students' science achievement are important to investigate in order to design science learning that is appropriate to students' characteristics in order to support the improvement of students' science achievement. Therefore, this study aims to identify the relationship between logical-thinking ability and students' science achievement. Sampling is done by using a random sampling technique. The sample used in this study were 33 middle school students grade VIII. The research data was collected using tests and observations, which were then analyzed using quantitative descriptive techniques with SPSS 21. The results obtained Pearson correlation values is 0.266 and significance value is 0.135 (Sig.> 0.05), which means that there is an insignificant relationship between logical-thinking ability and students' science achievement.