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1.
In this investigation, three classes of ninth-grade general science students participated in a collaborative report-writing intervention. The purpose of this portion of the study was to evaluate students' collaboratively written laboratory reports for evidence of the use of scientific reasoning skills and to document qualitative changes in reasoning skill use over time. The participants in the study were 6 ninth-grade students, representing three collaborative writing pairs. During the intervention, students wrote 10 laboratory reports over a 4.5-month period. The author and classroom teacher designed report guideline prompts to scaffold students in the use of relevant scientific reasoning skills. The results indicated that students used reasoning skills to assess their current models of scientific understanding, make observations, interpret the meaning of results, and generate new models based on their data and relevant information. Participants showed the most improvement in writing that reflected the reasoning skills of (a) selecting and processing textbook passages, (b) drawing conclusions and formulating models, and (c) comparing/contrasting. Over time, participants improved their ability to compose explanations that represented a synthesis of prior knowledge, activity observations, and other sources of information. Collaborative writing encouraged students to construct their own understandings of science concepts by creating an environment in which thinking, reasoning, and discussion were valued.  相似文献   

2.
Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its’ purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners’ knowledge acquisition and problem-solving schema development. Introducing explicit clinical reasoning instruction within pre-professional undergraduate basic science courses may limit factors that increase cognitive load, enhance knowledge acquisition, and foster developing clinical problem-solving skills. This study, conducted over the Fall and Spring semesters of the 2018–2019 school year, sought to evaluate whether the implementation of a clinical reasoning instructional intervention within a clinically integrated pre-professional undergraduate general human anatomy course influenced students’ acquisition of anatomical knowledge and development of clinical problem-solving skills. Results of the study were mixed regarding the acquisition of anatomical knowledge. Both the intervention and comparison groups performed similarly on multiple choice examinations of anatomical knowledge. However, the clinical reasoning intervention positively impacted students’ ability to apply clinical reasoning skills to anatomically based clinical case studies. Results from M\mixed between-within subjects analysis of variance comparing scores on Written Clinical Reasoning Assessments revealed a significant interaction between time and group affiliation, with the groups receiving the interventions outperforming the comparison groups: Fall, P < 0.001; Spring, P < 0.001. The results of this study may imply that explicit clinical reasoning instruction within a clinically integrated undergraduate Human Anatomy course could hold potential for fostering students’ early clinical reasoning skills.  相似文献   

3.
Separate tests of mathematics skills, proportions and translations between words, and mathematical expression given the first week of class were correlated with performance for students who completed a college physics course (completes) and students who dropped the course (drops). None of the measures used discriminated between completes and drops as groups. However, the correlations between score on the test of math skills and on both of the measures involving mathematical reasoning (proportions, and translations) were dramatically different for the two groups. For the completes, these correlations were slightly negative, but not significant. For the drops, the correlation was positive and signficant at the p < 0.01 level. This suggests the possibility that the students who complete the course tend to have independent cognitive skills for the “mechanical” mathematical operations and for questions requiring some degree of reasoning, while, in contrast, the same skills for students at high risk for dropping overlap significantly. The study also found that when students are given the results of mathematics skills tests in a diagnostic mode, with feedback on specific areas of weakness and time to remediate with self study, the correlation between mathematics and physics is lower than previously reported values.  相似文献   

4.
ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

5.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.  相似文献   

6.
With a focus on within-person effects, this study investigated mutualism among academic skills (reading, math, science) and between those skills and verbal working memory in a general population sample and groups with high or low skills from Grades 2 to 5 (2010–2016, N = 859–9040, age 6.27–13.13 years, 49% female, ethnically diverse). Mutualism was found between reading and science in all high-ability groups, and between reading/math and verbal working memory only in high-math students. These results remained the same when controlled for socioeconomic status and gender, and with sensitivity analyses. High-skill students (especially high-math students) may improve academic performance through accumulation of academic knowledge and mutualism between academic and cognition. Such mutualism may be driven by high-quality, intensive academic practice.  相似文献   

7.
Children using robotics for engineering, science, technology, and mathematics (CREST-M) is an ongoing curriculum creation and evaluation project developing math-focused science, technology, engineering, and mathematics (STEM) curriculum units that incorporate storytelling with math and are designed to be engaging for students from backgrounds traditionally underrepresented in STEM fields and to be appropriate for all ability levels including the gifted. This mixed-methods study evaluated one CREST-M unit, The Tale of the Monarchs, aligned to the Common Core State Standards: Mathematics (CCSS-M) for fourth- and fifth-grade fractions while incorporating all aspects of STEM. The unit includes an engineering design loop to help students create and program robots using LEGO WeDo 2.0. Students also use the scientific method in a problem-based learning (PBL) investigation in which they design and conduct experiments. The unit features a comprehensive storyline in which diverse characters solve real-world problems using STEM skills. The curriculum was evaluated through a CCSS-M aligned pre- and post-assessment of students’ understanding of fractions, the Cognitive Abilities Test Screening Form 7 (CogAT 7), and the Draw-a-Scientist pre- and post-assessment. The curriculum led to significant and meaningful gains in math achievement (Cohen’s d = 0.72) consistent for students at multiple ability levels (including high ability) and children from groups traditionally represented in STEM fields as well as those traditionally underrepresented (across gender, race, and socioeconomic status). In addition, the mental models of the career of a scientist that students articulated before the program were markedly more complex and less stereotypical following the program, indicating increased understanding of the career of a scientist.  相似文献   

8.
In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks achieved by students (N 61) for specific communication assignments completed at the start and at the end of the course. This was complemented by questionnaires administered to students at the beginning and at the end of the course to self-assess their competency and to elicit their views on the usefulness of the training received. We considered three questions: did students’ communication skills improve during the course; did the outcomes depend on the place of previous education (UK or non-UK); and how useful did students consider the learning and teaching activities to be? We show that the training improved students’ self-reported competency in most of the communication skills considered. Coursework marks for writing literature reviews improved during the course (p < 0.001). Those marks were marginally associated (that is, approaching statistical significance after Bonferroni correction) with the place of previous education (relatively high in UK students; p = 0.005). Coursework marks for writing research proposals did not change during the course (p = 0.361) but did depend on place of previous education (relatively high for UK students (p = 0.001). Although this small study’s intriguing results merit further investigation, our initial data supports the use of a programme-wide framework of the type presented here to facilitate communications skills development amongst biological science graduate students.  相似文献   

9.
In line with the current interest in alternative and authentic assessment, this study focused on the evaluation of students' performance on science laboratory process skills. A sample of 147 year 5 students from six schools responded to laboratory process skills tests which assess investigating, performing and reasoning in the content areas of biology, chemistry and physics. The data were analysed to provide information about students' overall practical performance and to identify specific preinstructional conceptions and erros. An investigation of predictors of laboratory performance revealed significant associations between performance and amount of homework done and students' perceptions of several aspects of the classroom environment (personalisation, investigation and organisation). The gender differences commonly found in science achievement were absent when laboratory performance was used as the criterion.  相似文献   

10.
A study of the effect of science teaching with a multimedia simulation on water quality, the “River of Life,” on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards (National Research Council, 1996). Water quality provides an information-rich context for relating classroom science to real-world situations impacting the environment, and will help to improve student understanding of science (Kumar, 2005a; Kumar and Chubin, 2000). The topics addressed were classes of organisms that form river ecosystem, dissolved oxygen, macroinvertebrates, composition of air, and graph reading skills. Paired t-test of pre- and post-tests, and pre- and delayed post-tests showed significant (p < 0.05) gains. The simulation had a significant effect on the conceptual understanding of students enrolled in a K-9 science education course for prospective teachers in the following areas: composition of air, macroinvertebrates, dissolved oxygen, classes of organisms that form a river ecosystem, and graph reading skills. The gain was more in the former four areas than the latter one. A paired t-test of pre- and delayed post-tests showed significant (p < 0.05) gains in the water quality and near transfer subsets than the dissolved oxygen subset. Additionally students were able to transfer knowledge acquired from the multimedia simulation on more than one concept into teachable stand-alone lesson plans.  相似文献   

11.
The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.  相似文献   

12.
Numerous diagnostic studies have been conducted on large-scale assessments to illustrate the students’ mastery profile in the areas of math and reading; however, for science a limited number of investigations are reported. This study investigated Iranian eighth graders’ competency mastery of science and examined the utility of the General Diagnostic Model (GDM) to produce diagnostic information using TIMSS 2011 data. Eight diagnostic attributes were extracted, using documentary analysis of the major large-scale assessment frameworks, including basic science knowledge, using models, reasoning, using science, representing data, explaining of phenomena, predicting, and scientific inquiry. These attributes were then assigned to each item in order to construct the Q matrix, through focus group discussions, survey of head science teachers, think-aloud verbal protocol, and analysis of written answers. Results show the utility of GDM to generate rich diagnostic information for a national large-scale assessment. Moreover, the findings indicated that students performed relatively well in using science, but performed weakly in reasoning, explaining of phenomena, and scientific inquiry, which all required complex skills and higher-order thinking abilities.  相似文献   

13.
The literature provides confounding information with regard to questions about whether students in high school can engage in meaningful argumentation about socio‐scientific issues and whether this process improves their conceptual understanding of science. The purpose of this research was to explore the impact of classroom‐based argumentation on high school students' argumentation skills, informal reasoning, and conceptual understanding of genetics. The research was conducted as a case study in one school with an embedded quasi‐experimental design with two Grade 10 classes (n = 46) forming the argumentation group and two Grade 10 classes (n = 46) forming the comparison group. The teacher of the argumentation group participated in professional learning and explicitly taught argumentation skills to the students in his classes during one, 50‐minute lesson and involved them in whole‐class argumentation about socio‐scientific issues in a further two lessons. Data were generated through a detailed, written pre‐ and post‐instruction student survey. The findings showed that the argumentation group, but not the comparison group, improved significantly in the complexity and quality of their arguments and gave more explanations showing rational informal reasoning. Both groups improved significantly in their genetics understanding, but the improvement of the argumentation group was significantly better than the comparison group. The importance of the findings are that after only a short intervention of three lessons, improvements in the structure and complexity of students' arguments, the degree of rational informal reasoning, and students' conceptual understanding of science can occur. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 952–977, 2010  相似文献   

14.
The control-of-variables strategy (CVS) is considered a hallmark in the development of scientific reasoning. It holds that informative experiments need to be contrastive and controlled. Prior evidence suggests that CVS is connected to the acquisition of science content knowledge. In a cross-sectional study involving 1283 high school students (grades 5–13), we investigate whether students’ mastery of CVS is related to their science content knowledge in physics. A latent variable model indicates that CVS is substantially associated with students’ science content knowledge, even when controlling for common effects of general reasoning abilities. Substantial differences in students’ CVS skills and their science content knowledge exist between the lower grade levels in secondary school when students receive physics education. A latent profile analysis shows that the most difficult aspect of CVS is understanding the impact of confounding. This sub-skill emerges in late secondary school and it requires that students master more procedural sub-skills of CVS. These findings indicate that CVS and science content knowledge are closely related within secondary school science contexts. In addition, the findings emphasize that students show various distinct patterns of CVS skills. The identified skill patterns can inform researchers and science educators about the CVS skills that students typically show and thus can be utilized in inquiry activities in different school grades, while the CVS skills students are lacking might be trained in focused interventions.  相似文献   

15.
Mechanistic reasoning, or reasoning systematically through underlying factors and relationships that give rise to phenomena, is a powerful thinking strategy that allows one to explain and make predictions about phenomena. This article synthesizes and builds on existing frameworks to identify essential characteristics of students’ mechanistic reasoning across scientific content areas. We argue that these characteristics can be represented as epistemic heuristics, or ideas about how to direct one’s intellectual work, that implicitly guide mechanistic reasoning. We use this framework to characterize middle school students’ written explanatory accounts of two phenomena in different science content areas using these heuristics. We demonstrate evidence of heuristics in students’ accounts and show that the use of the heuristics was related to but distinct from science content knowledge. We describe how the heuristics allowed us to characterize and compare the mechanistic sophistication of account construction across science content areas. This framework captures elements of a crosscutting practical epistemology that may support students in directing the construction of mechanistic accounts across content areas over time, and it allows us to characterize that progress.  相似文献   

16.
We present a multiple-choice test, the Montana State University Formal Reasoning Test (FORT), to assess college students' scientific reasoning ability. The test defines scientific reasoning to be equivalent to formal operational reasoning. It contains 20 questions divided evenly among five types of problems: control of variables, hypothesis testing, correlational reasoning, proportional reasoning, and probability. The test development process included the drafting and psychometric analysis of 23 instruments related to formal operational reasoning. These instruments were administered to almost 10,000 students enrolled in introductory science courses at American universities. Questions with high discrimination were identified and assembled into an instrument that was intended to measure the reasoning ability of students across the entire spectrum of abilities in college science courses. We present four types of validity evidence for the FORT. (a) The test has a one-dimensional psychometric structure consistent with its design. (b) Test scores in an introductory biology course had an empirical reliability of 0.82. (c) Student interviews confirmed responses to the FORT were accurate indications of student thinking. (d) A regression analysis of student learning in an introductory biology course showed that scores on the FORT predicted how well students learned one of the most challenging concepts in biology, natural selection.  相似文献   

17.
This article describes two studies testing the efficacy of a commercial one-on-one cognitive training program (LearningRx) and its computer-based version (Brainskills) in laboratory and school settings. Study 1 tested Brainskills in a laboratory setting with 322 middle school students. Paired t-tests revealed significant gains on all cognitive measures and math performance after 3 weeks of training. Study 2, a randomized control study, included 225 high school students randomly assigned to one of three conditions: LearningRx, Brainskills, or study hall (control) in a school setting for a 15-week training period. Univariate ANCOVAs revealed significantly higher scores for the treatment groups compared with controls on working memory, logic and reasoning, and three of four math attitude measures but not for math performance. Implications for school-based interventions are discussed.  相似文献   

18.
The purpose of this correlational study was to examine the possible relationships among children's extracurricular toy-playing habits, sex-role orientations, spatial abilities, and science achievement. Data were gathered from 282 midwestern, suburban, fifth-grade students. It was found that boys had significantly higher spatial skills than girls. No significant differences in spatial ability were found among students with different sex-role orientations. No significant differences in science achievement were found between girls and boys, or among students with the four different sex-role orientations. Students who had high spatial ability also had significantly higher science achievement scores than students with low spatial ability. Femininely oriented boys who reported low playing in the two-dimensional, gross-body-movement, and proportional-arrangement toy categories scored significantly higher on the test of science achievement than girls with the same sex-role and toy-playing behavior.  相似文献   

19.
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

20.
Research Findings: The contribution of 3 executive function skills (shifting, inhibitory control, and working memory) and their relation to early mathematical skills was investigated with preschoolers attending 6 Head Start centers. Ninety-two children ranging in age from 3 years, 1 month, to 4 years, 11 months, who were native English or Spanish speakers were assessed for these executive function skills as well as their receptive vocabulary skills and early mathematical abilities using the Child Math Assessment (Starkey, Klein, & Wakeley, 2004), which captures an array of skills across 4 domains. Hierarchal regression analyses revealed that inhibitory control and working memory made unique contributions to children’s early mathematical abilities in the domains of numeracy, arithmetic, spatial/geometric reasoning, and patterning/logical relations after we controlled for age, receptive vocabulary, and previous Head Start experience. Furthermore, receptive vocabulary also accounted for significant variance in children’s early mathematical abilities above and beyond executive function skills. No group differences emerged between English-only and dual language learners on the fit of the regression models. Practice or Policy: These findings extend previous research highlighting the interface of executive function skills and mathematical learning in early childhood with further evidence to support this relationship beyond early numeracy and counting using a broad measure of critical early math skills. In addition, the intricate role of language in the development of early mathematical competence is considered. Implications of these findings for scaffolding executive function skills and vocabulary within prekindergarten math curricula are discussed, with particular consideration for children from low socioeconomic backgrounds.  相似文献   

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