Reasoning Ability in Science of Secondary School Students In Relation To Some Personal Variables

Abstract

Science education has become a priority subject area in the present generations and it has a worldwide significance. It has brought about revolutionary changes in every walk of our lives. It has been a compulsory subject from the primary to the higher levels in all over the world. Therefore the priority research area in the school education system has been research in science education. The present study is a sincere attempt of the investigator to assess reasoning ability in science of secondary school students in relation to some personal variables. Reasoning ability in science according to Joshi and Mahapatra (1994) has been categorized as follows; inductive reasoning, deductive reasoning, analogy as reasoning, abstract reasoning, axiomatic reasoning, eclectic reasoning, syllogistic reasoning and classification as reasoning. The mental exercise or the power of mind to deduce inferences from premises concerning all information of sciences to argue, to examine, to think out, to bring by rationale is called scientific reasoning. Scientific reasoning refers to “the mental exercise of inferring relationships among facts and phenomena having scientific basis, evaluating evidences and coming to a conclusion”, (Joshi and Mahapatra, 1994). It may also called the reasoning ability in science. Ghosh (1989) conducted a study on development of scientific reasoning, scientific attitudes of students and found that development of such thinking depended upon the student’s perception of learning science. The students’ reasoning ability in science was assessed through the administration of Joshi and Mahapatra’s scale (1994) over a sample of 100 boys and girls in 10 schools of Gangtok city in Sikkim state of India selected on simple random basis, and the results were extrapolated through projective technique based on a normative study design.. The personal variables here were referred to age, sex, type of subjects preferred, achievement, intelligence, educational aspiration, attitude towards science and parental education, occupation, income and facilities available in schools for science teaching. The study revealed significant differences in reasoning ability in science in relation to age, sex, type of subjects preferred. Among the psycho social variables, significant differences were observed in reasoning ability in science of students having high and low level of achievement, intelligence, educational aspiration, attitude towards science and socioeconomic status. Significant relationship existed in reasoning ability in science and intelligence, achievement, educational aspiration and attitude towards science.