Lawson's Classroom Test Research Articles

Mathematical Proficiency, Scientific Reasoning, Metacognitive Skills, and Performance of Learners in Physics: A Mathematical Model

This study aims to explore the mathematical proficiency, scientific reasoning, and metacognitive skills that contribute to the student’s academic performance in Physics. Data were gathered quantitatively by administering the Basic Skills Diagnostic Test, Lawson's Classroom Test of Scientific Reasoning, and Metacognitive Awareness Inventory to Grade 10 students in the selected high schools of District II of Ifugao Province from January to June 2023. Using the Raosoft calculator, 369 out of 405 students were randomly selected as participants. Relationships of the variables were analysed using Structural Equation Modelling (SEM) where the direct and indirect effect was shown. Based on the model, mathematics proficiency, scientific reasoning (Formal Operational, Late and Early Transitional reasoners), and metacognitive skills (declarative, debugging, and evaluation) had a direct effect on academic performance in Physics. The scientific reasoning skills – late transitional directly affect the metacognitive skills – procedural, conditional, planning, and information. Further, an indirect effect of mathematics proficiency on scientific reasoning and metacognitive skills, scientific reasoning to mathematics proficiency and metacognitive skills, and metacognitive skills on scientific reasoning and mathematics proficiency, toward academic performance was observed. Conclusively, a strong foundation in mathematical proficiency with the effective use of scientific reasoning and metacognitive skills were found to be key determinants of success in Physics. This suggests that educational institutions craft Physics curricula considering the development of students in mathematical proficiency, scientific reasoning skills, and metacognitive skills, while teachers develop activities that refine the direct and indirect effects of these variables to target a better academic performance in Physics.

Pupils’ School Performance and Their Cognitive Abilities to Solve Problems

The paper describes the results of a study whose main aim was to find the correlation between a pupil’s school grades in Czech language (native), mathematics and physics and pupils' cognitive predispositions to problem solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. The total of 180 pupils from the Czech Republic aged 14–15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2, and between the results of pupils assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help to identify the indicators important for the development of problem-solving skills. The research specifically points at the need of developing algebraic thinking, conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning and the abilities of the control of variables.

Research on Bibliometric Analysis of Lawson Classroom Test of Scientific Reasoning in the Past Ten Years

The Lawson Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students’ scientific reasoning skills. Through large-scale applications, several issues have been observed in terms of validity, scoring, and the way of interpreting. This study aims to identify the contribution and describe the research profile of applying LCTSR in education during the last ten years. The method used in this research is a bibliometric analysis based on Scopus data with the help of Biblioshiny and VOSviewer. The results of this study obtained 43 documents related to LCTSR. The results showed that the use of LCTSR every year has increased and decreased in the last ten years. Journals and proceedings in the field of physics dominate the publication sources for LCTSR research. Furthermore, Bao, Koenig, and Xiao were the three most prolific authors and also had research collaborations. The dominant country for publication is the United States. The area most often associated with LCTSR research is social science, whose purpose is to measure the development of student’s cognitive abilities. The scope of this research analysis is limited to certain databases or languages, so this study recommends finding renewed discussions about the use of LCTSR in education over a longer period of time.

Scientific Reasoning Skills and Scientific Attitudes of Students in Learning Physics Using Guided Inquiry Model with Vee Map

This study aims to examine the effect of guided inquiry learning model with vee map on scientific reasoning skills and to examine the effect of guided inquiry learning model with vee map on scientific attitude of high school students on temperature and heat material. This type of research uses true-experiment with pretest-posttest control group design. The sample determination used cluster random sampling method. The samples of this study were XI MIPA 1 class as the control class and XI MIPA 2 as the experimental class. The research instruments used were pre-test and post-test questions using Lawson Classroom Test Scientific Reasoning indicators and scientific attitude questionnaires. Data analysis techniques using SPSS 26. The results showed that there was a significant effect of guided inquiry learning model with vee map on scientific reasoning skills with a significance of 0.000 and there was a significant effect of guided inquiry learning model with vee map on the scientific attitude of students with a significance of 0.000. Therefore it can be concluded that inquiry learning model accompanied by vee map can encourage students to be active in concept discovery and improve students' scientific reasoning skills.

Insights from coherence in students’ scientific reasoning skills

Improving scientific reasoning enables students to navigate the challenges of learning science. Teachers use Lawson's classroom test of scientific reasoning (LCTSR) to measure scientific reasoning. The LCTSR is a two-tiered assessment that uses content-based questions and explanation statements. Researchers have found that if a student answers a knowledge-based question correctly but selects an incorrect explanation statement, there may be an element of guessing or an established misconception. Misconceptions are beliefs that students hold that are not based on scientific evidence. The present study added a confidence variable to the LCTSR, which measures how confident students regarded their responses in both tiers. Selecting a correct response to a knowledge-based question while providing an incorrect explanation and having a high confidence rating indicates an established misconception. The confidence variable is, therefore, a measure of an established scientific misconception and is the basis of the present study. The present study analyzed the responses of 71 first-year university students enrolled in an introductory physics course. The LCTSR results indicate that students performed the best in the conservation reasoning dimension and the worst in the proportional reasoning dimension. In all scientific reasoning dimensions, more than half the students chose the incorrect explanation for each context question. Students' confidence responses surpassed their performance in three of the 14 LCTSR items. The low frequency of correct answers and the statistically significant correlation between LCTSR items and confidence suggest possible misconceptions in students' scientific reasoning skills.

Guided inquiry-based learning in secondary-school chemistry classes: a case study

Guided inquiry-based learning has been shown to be a promising method for science education; however, despite its advantages it is rarely used in chemistry teaching in Hungary. One of the reasons for this is the lack of tried-and-tested inquiry-based teaching materials with detailed guides that teachers can readily use in their classrooms. As part of a four-year research project, new teaching materials were designed to foster scientific reasoning and scientific process skills in chemistry education in Hungary. From these materials, in this study, a guided inquiry-based chemistry task was tested with 9th-grade students (N = 88) who had no previous experience with the method. Before the activity, the students’ mid-term grades were collected, and the Lawson Classroom Test of Scientific Reasoning (LCTSR) was administered to describe the sample. During the activity, students worked in groups (n = 21). Data were collected through content analysis of the student worksheets, classroom observations using a rubric, and student questionnaires to explore the learning paths and identify possible obstacles. Our findings support that guided inquiry learning is suitable for students who are new to the method if appropriate scaffolding is given. The data showed the phases of the inquiry cycle in which more guidance is necessary. Formulating hypotheses, recording observations, and evaluating the hypotheses based on the evidence were found to be the most critical steps in the learning process. More than half of the groups disregarded the collected evidence and accepted their original hypotheses, despite their unproven validity, suggesting that they did not understand the true nature of the scientific inquiry. Chemistry grades and the LCTSR scores could not predict reliably the students’ success in solving the inquiry task. The results of the student questionnaire showed that the students enjoyed the inquiry session. They mostly found their work successful, but they overestimated the level of their inquiry skills in some cases.

Fostering science process skills through constructivist-based module among form two students of different cognitive levels

The present study was undertaken to investigate the 7E-inquiry integrated module (7E-IIM) effect in fostering form two junior secondary school students’ science process skills (SPS). This study employed pre-test, post-test, and delayed post-test quasi-experimental design. 73 students aged 12 years on average constitute the sample of this study. The science process skills test was used to measure the participants’ process skills; meanwhile, the Lawson classroom test of scientific reasoning was administered to classify the participants into the concrete and formal cognitive developmental levels. Repeated measure ANOVA and independent Mann-Whitney U test were used for data analysis. The repeated measure ANOVA findings indicated a significant mean difference between experimental and control groups (p<0.05). However, no significant difference existed in student’s SPS between concrete and formal cognitive levels in the experimental group (p>0.05). On the contrary, there is a significant difference in student’s SPS between concrete and formal cognitive levels in the control group (p<0.05). Overall, the 7E-IIM effectively promotes students’ SPS regardless of their cognitive developmental level. Instructors are therefore recommended to adopt the 7E-IIM in fostering students’ process skills to close the gap in students’ learning differences and difficulties.

Pengaruh Prestasi Akademik dan Perbedaan Gender Terhadap Kemampuan Scientific Reasoning Mahasiswa Fisika

Scientific reasoning ability is one of the essential abilities in education for the 21st century. In addition, several studies reveal that scientific reasoning can affect academic achievement, which can also be seen from the gender aspect. The purpose of this study is to determine the effect of academic achievement on scientific reasoning abilities, the effect of gender on scientific reasoning abilities, and the relationship between academic achievement and gender differences on the scientific reasoning abilities of physics students. The participants in this study were all final-year students in the Physics Education Study Program at the State Islamic University of Raden Intan Lampung for the 2019/2020 academic year. This study's sample size was 87, with 13 males and 74 females. Purposive sampling was used in this study. The sample was selected from students nearing the end of their lecture program. The research instrument used was the Lawson classroom test for scientific reasoning, consisting of 12 multiple-reason questions with a reliability level of ,604. The study's Kruskal-Wallis test showed no significant effect between academic achievement and gender on scientific reasoning abilities. Also, the correlation test results using the spearman test showed no positive relationship between academic achievement and gender differences on the scientific reasoning ability of physics students

Promoting pedagogy students’s scientific skills through critical thinking program

Introduction. Critical thinking is a highly-valued skill in higher education, even though there are few studies that demonstrate its effectiveness on scientific skills of pedagogy students. The purpose of this study was to analyze the effect of a critical thinking program (PENCRIT-RC) on inquiry and probabilistic reasoning skills in pedagogy students. Method. The method was based on a quasi-experimental design, with a control group and pre- and post-test application. The participants were 95 students of science and mathematics pedagogy from two Chilean universities. The instruments used were an inquiry scale adapted from a critical thinking test, and a scale of probabilistic reasoning adapted from the Lawson classroom test. Descriptive and bivariated analisys (ancova) was applied to calculate data. Results. The results showed a statistically significant difference in both variables for the experimental group, with a large effect in the inquiry variable, and a moderate effect in the probabilistic reasoning variable. Discussion and Conclusion. It is concluded that the program is effective for the development of inquiry skills in participants, but probabilistic reasoning skills require more work in professional training.

The measuring instrument of primitive physics problem for junior high school students: Compilation and Research

Problem representation in specific domains has raised great attention in the past years. In mainland China, research of the primitive physics problem teaching has been booming in the physics education domain recently. This study proposes six representations in the process of solving problems for middle school students, including abstraction representation, assignment representation, image representation, physics representation, methodology representation and mathematics representation. The measuring instrument of primitive physics problem for junior high school students was developed according to previous research and the principle of “Objectively Evaluating Subjective Questions”. The participants were 113 grade nine students in mainland China. The results of confirmatory factor analysis confirm the effectiveness of the measuring instrument. A weak correlation between the measuring instrument of primitive physics problems and Lawson Classroom Test of Scientific Reasoning (LCTSR) was found. Therefore, we believe that the primitive physics problem solving ability is a unique ability which is different from the general reasoning ability. This study demonstrates that using the measuring instrument of primitive physics problem to measure junior high school students’ ability of problem solving is promising.

Testing the Effectiveness of 7E-Inquiry Integrated Module on Learning Achievement of Form Two Basic Science Students with Different Cognitive Level

The purpose of this study is to investigate the effectiveness of 7E Inquiry Integrated Module. The purposive sampling method used to select 73 participants distributed among Concrete, and formal cognitive levels based on (LCTSR) Lawson Classroom Test of Scientific Reasoning. States of Matter Achievement Test (SMAT) used in pre-test and Posttest and delayed posttest for data on academic achievement. The researchers randomly assigned students to an experimental group (39 students) and a control group (34 students). Four research questions guided the study. Meanwhile, and the standard deviation is used to answer the research questions. The Mixed between and within-subject ANOVA and Kruskal-Wallis tests and Mann-Whitney test were used to test the Null Hypotheses at P<0.05. The significant findings revealed that the experimental group students evidenced more learning achievement and retention of information than the control group (p<0.05). The Formal developmental level students showed more learning achievement than the Concrete developmental level students (p<0.05) across the group. Statistical interactions of phase and treatment were found to be significant (p<0.05) in learning achievement.

Logical Thinking Abilities Scale: Reliability and Validity Studies

This study aims to develop logical thinking skills scale for science teacher candidates. The method of the study is the scale development model, which is the sub model of the exploratory pattern in the mixed method. The scale was prepared by referring to Lawson's Classroom Test of Science Reasoning (1978). In the study, the item pool was created first. The questions were prepared from the topics in the General Chemistry Laboratory Applications course from six sub-dimensions. Taking the expert opinion, necessary corrections were made and a trial form with 13 multiple choice and two open-ended questions were prepared. Multiple choice questions consist of two stages. In the first stage, it is requested to find the right option regarding the item (group A questions), and in the other stage, the reason for the answer (group B questions) is requested. The trial form was applied to 142 science teacher candidates. Multiple choice questions were analyzed with the Test Analysis Program (TAP). Open-ended items were rearranged receiving expert opinion in the light of the data obtained by scoring. At the end of the analysis, the 12th item was removed from the scale. As a result of the analysis, it was observed that the average difficulty and discrimination indices of the A and B group items were high. As a result of these findings, it can be said that the logical thinking abilities scale developed for prospective science teachers is appropriate in terms of reliability and validity.

Assessing Pharmacy Students’ Scientific Reasoning After Completing a Physics Course Taught Using Active-Learning Methods

Objective. To assess the degree of change in the level of scientific reasoning in first-year pharmacy students by applying active-learning methods during a physics course. Methods. The efficiency of the active-learning methods of experimentation and discussion in the development of scientific reasoning in 90 pharmacy students was determined by comparing it to the efficiency of using traditional learning methods (eg, lecture) with 60 students. The Lawson Classroom Test of Scientific Reasoning was used to measure change. Results. The data from this five-year study showed that of all pharmacy students in the active-learning group who were functioning on a stable or transitional level of thinking at the time of the pretest, 28.6% achieved a shift towards a higher level of scientific thinking. The active-learning group also achieved better overall results in the course. Conclusion. Using active-learning methods (experimentation and discussion) in a physics course enabled pharmacy students to better master the content. By elevating students' level of scientific reasoning, a foundation for using evidence-based medicine was established.

Profil Tingkat Penalaran Ilmiah Siswa Sekolah Menengah Atas Pada Materi Ekosistem

Scientific Reasoning is the systematic and logical thinking skills for problem solving. The purpose of this preliminary study is to find out the scientific reasoning profile of students in grade XI of Sukabumi City Public High School on Ecosystem material which was conducted in February in the 3rd week in one of the Sukabumi City State High Schools. This research uses descriptive method, the approach used is quantitative approach. Samples were taken using a purposive sampling technique of 30 students. This research instrument was in the form of a scientific reasoning test developed by Lawson namely the LCTSR (Lawson Classroom Test of Scientific Reasoning) type. The questions used consist of 35 multiple choice questions with LCTSR type with 6 indicators of scientific reasoning namely proportional, probabilistic, correlational, identification and control of variables, volume conservation and hypothetic-deductive. Data analysis with scoring technique is done in pairs which gives a description of the pattern and level of students' scientific reasoning abilities. From the results of the study showed that the scientific reasoning profile of class XI State Senior High School students in Sukabumi City in 2019/2020 had the highest reasoning pattern in the transitional operational category of 76.7% and had a level of scientific reasoning in the less-than-average category. average percentage of 30.05%. But these results must still be improved again by using methods, models and learning approaches that are able to train students' scientific reasoning.&#x0D;

Scientific Reasoning Abilities Profil of Junior High School Students in Jambi

&lt;p&gt;This study aims to determine the profile of scientific reasoning ability of junior high school students in Jambi. The type of this research is descriptive quantitative, while the research design using survey type cross-sectional design. The population in this study were junior high school students in Jambi City with a total of 25,789 students. The sampling technique used is cluster sampling. The sample used in this study is 1146 students from 15 schools with different accreditation levels. Techniques of data collection of this study are using the problem of reasoning abilities from lawson's classroom test of scientific reasoning (CTSR) in 2000. The results showed that 100% of the sample is concrete. With the ability of Conservation of matter and volume as the most ability owned by students with the percentage of 16.1% and the lowest ability is the ability of Proportional reasoning with a percentage of 3.0%. This shows that students have not been able to use their reasoning for abstract things. In general, no reasoning ability that has a percentage of 50% indicates that students' reasoning ability in junior high school is still very low and fundamental. &lt;/p&gt;&lt;p&gt;&lt;em&gt; &lt;/em&gt;&lt;/p&gt;&lt;strong&gt;Keywords: &lt;/strong&gt; Profile, scientific reasoning, junior high school, Jambi city&lt;p&gt; &lt;/p&gt;

Identify Students’ Scientific Reasoning Ability at Senior High School

This study aims to identify students’ scientific reasoning ability in SMAN 3 Surakarta. The ability of scientific reasoning is an important factor to encourage students’ thinking ability in learning. The method used in this study is a descriptive method with 88 students 11th-grade taken at random. The data of scientific reasoning obtained through written test using the Lawson classroom test of scientific reasoning (LCTSR), instrument test that used consists of 12 items two tier multiple-choice that contains 6 scientific reasoning domain 1) Conservation of Mass and Volume (CMV), 2) Proportional Thinking (PPT), 3) Control of Variables (CV), 4) Probabilistic Thinking (PBT), 5) Correlational Thinking (CT), and 6) Hypothetical-deductive Reasoning (HDR). The domains are used as the basis for grouping students’ scientific reasoning abilities into three levels: concrete reasoning, transitional, and formal reasoning. The results showed that 51.14% of the students were at the level of concrete reasoning, 42,05% at the transitional level, and 6,81% at the formal reasoning level. This can be a reflection of whether the physics learning that has been implemented is able to encourage students’ scientific reasoning ability. The information can be used as a consideration in the selection of appropriate models, methods, and physics learning media.

Validity evaluation of the Lawson classroom test of scientific reasoning

The Lawson classroom test of scientific reasoning appears to be valid for assessing the unidimensional construct of scientific reasoning, but should be used with caution for assessing reasoning subskills.

The Analysis of Students Scientific Reasoning Ability in Solving the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR) Problems by Applying the Levels of Inquiry

&lt;p&gt;This study aims to determine the students’ achievement in answering modified lawson classroom test of scientific reasoning (MLCTSR) questions in overall science teaching and by every aspect of scientific reasoning abilities. There are six aspects related to the scientific reasoning abilities that were measured; they are conservatorial reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, correlational reasoning. The research is also conducted to see the development of scientific reasoning by using levels of inquiry models. The students reasoning ability was measured using the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR). MLCTSR is a test developed based on the test of scientific reasoning of Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in 2000 which amounted to 12 multiple-choice questions. The research method chosen in this study is descriptive quantitative research methods. The research design used is One Group Pretest-Posttest Design. The population of this study is the entire junior high students class VII the academic year 2014/2015 in one junior high school in Bandung. The samples in this study are one of class VII, which is class VII C. The sampling method used in this research is purposive sampling. The results showed that there is an increase in quantitative scientific reasoning although its value is not big.&lt;/p&gt;

Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.

Effect of Gender on Student's Scientific Reasoning Ability: A Case Study in Thailand

As scientific literacy is currently considered the central goal for development of the 21st century citizens, scientific reasoning ability is determined as an important factor for fostering student performance in science learning. Many science education researchers have reported that gender influenced student's understanding and their attitudes toward science. However, there are not much investigation in the area of the interactions between gender and scientific reasoning ability. In order to gain more understanding on issue, this study aims to examine the effect of gender on student's scientific reasoning ability in a context of Thailand. A total of 400 Grade 11 students from four co-educational schools in Northeastern region of Thailand participated in the study. The widely used and pre-validated Lawson Classroom Test of Scientific Reasoning (LCTSR) Lawson (2000) was administered to investigate student's scientific reasoning ability in six constructs namely (i) Conservation of Mass and Volume (CMV), (ii) Proportional Thinking (PPT), (iii) Control of Variables (CV), (iv) Probabilistic Thinking (PBT), (v) Correlational Thinking (CT), and (vi) Hypothetical-deductive Reasoning (HDR). The results indicated that the gender does not significantly impact on student's scientific reasoning ability for each construct. In addition, the lowest mean score for the student's scientific reasoning ability were HDR, CV, PPT, respectively, for both genders. The finding of this indicated that there is critical area for improvement of student's scientific reasoning ability. This also implied that instructional pedagogy in science classroom should be more emphasized on the way of teaching that (i) how to reason casually based on hypothesis generation (ii) how to design well fair science experiment, and (iii) how to determine correlation and conversation between target variables, in order to enhance the development of student's scientific reasoning ability.