Student Reasoning Research Articles

Measuring undergraduate evolution learning using the CANS: psychometric strengths and limitations

BackgroundEvolution continues to be one of the most difficult biological topics to teach, warranting innovative pedagogical tools and assessment strategies for enhancing evolutionary instruction. A major advance in measuring the evolution knowledge of undergraduate students came with the development of the Conceptual Assessment of Natural Selections (CANS). In this study, we use the CANS to measure knowledge and learning of natural selection in a large (N > 6000) sample of undergraduate students to expand upon prior validity testing of this instrument and advance knowledge of student evolutionary reasoning. We apply the Rasch measurement framework to examine if the CANS productively measures the intended construct and investigate the patterns of knowledge and learning about evolution among students with different backgrounds and demographic characteristics.ResultsWhile a unidimensional Rasch model demonstrated acceptable reliabilities and fit for most of the CANS items, some items showed problematic fit statistics and were resistant to instruction. The instrument items also did not span the full range of student abilities, which suggests relatively low measurement precision. Our large sample also allowed rigorous tests of multidimensionality, revealing the presence of multiple dimensions or constructs, some of which may not be intentional. These results generated specific item-level recommendations for improving this instrument. Using Rasch measures to examine learning patterns, we found that pre-test evolution knowledge was low but that there were high learning gains by the end of the course. However, some concept categories were found to be more difficult than others, suggesting the need for more attention to these areas by instructors. We also identified pre-test disparities in evolutionary knowledge by socially defined race and biological sex, yet students from all groups achieved comparable learning gains at the end of the course.ConclusionThe CANS holds great potential to generate critical insights about student evolutionary reasoning and provide information about which instructional approaches most effectively mitigate the notable knowledge disparities among students. We leverage the findings of this study to propose tangible ways in which this instrument may be improved in order to better achieve both of these goals.

Concerns regarding the assessment of clinical reasoning in medical students

Concerns regarding the assessment of clinical reasoning in medical students

Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text

This paper explores different talk types and characteristics of grammatical and rhetorical reflections in L1 students’ collaborative talk about a literary text (n = 12, aged 15–17). The data is drawn from an intervention of contextualized grammar teaching in Swedish upper secondary school. To illuminate different talk types and the characteristics of the grammatical and rhetorical reflections, a deductive and inductive analysis in NVivo was carried out. The findings partly confirm previous results concerning rules of thumb and grammatical misconceptions. The current study also indicates that there is a relationship between talk types and prompted questions, and the quality of grammatical and rhetorical reasoning. When students are trying to locate a grammatical concept, the talk type is mainly characterized as cumulative and disputational, whereas linking grammar and rhetoric is exploratory. This paper discusses explanations for these relationships along with strategies for teachers when facilitating and supporting the development of students’ metalinguistic understanding.

Reevaluating student-centred education: uncovering learning difficulties stemming from empiricist epistemological assumptions

ABSTRACT This paper demonstrates that recurrent difficulties students encounter in learning subject-matter knowledge can be traced, in part, to assumptions about how students best learn knowledge that significantly shape instructional approaches. First, I review the significant influence of empiricist epistemological assumptions on education, covering student-centred pedagogical principles and instructional methods applied in progressive, constructivist, and conventional education. Empiricist epistemological assumptions presume that students learn best by relying primarily on and directly building upon their existing knowledge, experiences, and reasoning, particularly those familiar from everyday life. These assumptions have shaped pedagogical principles and methods such as relying on students' preinstructional knowledge and reasoning, concrete experiences, direct observations, or concrete visual images for learning. Next, I review evidence that empiricist-informed instructional applications often induce learning difficulties, such as erroneous inferences stemming from students' preinstructional knowledge, difficulty understanding content that diverges from students' prior knowledge, and confusion between concrete supports and abstract concepts. By tracing these difficulties to empiricist epistemological assumptions, this paper employs a genealogical epistemological analysis, which tracks the influence of epistemological assumptions on education across several levels, from pedagogical principles to instructional methods, down to students' learning. This analysis (a) explains the roots of certain learning difficulties and aids in anticipating them, (b) challenges pedagogical approaches by questioning their epistemological foundations, and (c) examines how the influence of problematic assumptions is connected to alignment with internationally promoted educational purposes. The influence of epistemological assumptions on education is significant yet understudied. Thus, the genealogical epistemological analysis proves crucial to critically analyze education.

Let Us Not Squander the Affordances of LLMs for the Sake of Expedience: Using Retrieval Augmented Generative AI Chatbots to Support and Evaluate Student Reasoning

Let Us Not Squander the Affordances of LLMs for the Sake of Expedience: Using Retrieval Augmented Generative AI Chatbots to Support and Evaluate Student Reasoning

The Effect of Google Classroom-Assisted Realistic Mathematics Education Approach on Students’ Mathematical Reasoning Ability

Mathematical reasoning is an important aspect, but there are still many students who are weak when it comes to mathematical reasoning. Factors that affect the level of mathematical reasoning of low students, including: a) students easily forget the material taught; b) the student has no idea in completing it; c) students are not careful in understanding the problems in the problem; d) students do not understand which formula will be used in solving the problem; e) Students do not understand the concept of the material. This research aims to determine whether or not there is an influence of the approach realistic mathematics education helpgoogle classroomon mathematical reasoning abilities. Quantitative Approach method used in this researchpre-experimental design with one group pretest posttest design. The research subject is the experimental class. Data collection was carried out with pretest and posttest data on the mathematical reasoning abilities of grade 7 students at one of the junior high schools in Purwasari district, kabupaten Karawarang. Data analysis techniques in this study that is analyze the scores of pretest and posttest results students by t-test for 2 dependent samples (Paired Sample T-Test) done with the help of IBM SPSS 21 software. The research results show that there is value of sig 0,000 < 0,05 which means a positive influence approach realistic rathematic education help google classroomon ability students' mathematical reasoning. Based on the result, we can be concluded that there is a positive influence of the approach realistic mathematic education help google classroomon students mathematical reasoning abilities. The learning process uses an approach realistic mathematic education help google classroom can be used as an alternative learning to improve students mathematical reasoning abilities.

Collaborative balance rule learning: Do students’ age, group composition, prior knowledge, and scientific reasoning skills matter?

Research on balance rule learning has focused on studies done in individual settings. This study investigates how students collaboratively learn balance rules and focuses especially on four variables that potentially affect rule development: student age, group composition, prior knowledge, and scientific reasoning skills. Eight-, ten- and twelve-year-old students collaboratively used a designed simulation-based learning environment with an open experimentation space and tasks that required progressively more complex balance rules. Students’ balance rules were tested before and after intervention with the Balance Scale Test and their scientific reasoning skills were tested with items from the Science-P Reasoning Inventory. The results show that the intervention was successful in developing students’ balance rules. Logistic regression show that the students’ previous knowledge was the only variable that affected the likelihood of rule development. Students’ with less complex pre-test rules developed their rules more often than students with more complex pre-test rules when controlling for the other variables. The results go against some previous findings and show that a collaborative setting can lead to balance rule learning with primary school aged students.

Meningkatkan Hasil Belajar Melalui Canva pada Materi Bersikap Kritis dan Bertanggungjawab Terhadap Media Massa dengan Model Problem Based Learning di Kelas X SMA Negeri 2 Temanggung

Learning is a process of implementing actions that involve interactions between teachers and students, along with reciprocal communication that occurs in the context of education to achieve learning goals. Manifested in government regulations, namely Government Regulation Number 57 of 2021 concerning National Education Standards which was amended by Government Regulation No. 4 of 2022, it is stated that process standards are minimum guidelines in implementing the education system in all regions subject to the laws of the Unitary State of the Republic of Indonesia. This is also reinforced by Permendikbud Ristek No. 16 of 2022 in Chapter I article 1 which discusses process standards. The article describes process standards referring to the minimum criteria of the learning process that apply to various paths, levels of education, and types with the aim of achieving graduate competency standards. The objectives of the study include (1) to determine how the implementation of the Problem Based Learning model improves student learning outcomes with the help of Canva on the material of being critical and responsible towards mass media in class X of SMA Negeri 2 Temanggung, (2) to determine the application of the use of Canva in exploring the learning outcomes of class X students of SMA Negeri 2 Temanggung on the material of being critical and responsible towards mass media. The type of research used is qualitative with a descriptive approach. Data collection techniques in this study used observation and tests. The data analysis techniques used consisted of data reduction by selecting raw data into information, data presentation, namely presenting data in the form of descriptions, graphs, tables and drawing conclusions by making conclusions from research results that refer to the formulation of the problem. The use of the Problem Based Learning model according to the syntax which includes student orientation to the problem, organizing students to learn, guiding individual and group investigations, developing and presenting results, analyzing and evaluating the problem-solving process, is effective in helping to improve learning outcomes and critical reasoning of students on the material of being critical and responsible towards mass media.

Integrating the plate tectonic and rock genesis systems for secondary school students

This paper describes how plate tectonics and rock genesis, two topics that are typically addressed separately in secondary Earth science classes, can be taught together as an integrated system. We define the TecRocks Reasoning Framework, developed to support student reasoning about rock formation situated in the context of plate tectonics. We also explain how we leveraged the framework in the designs of a new curriculum, interactive computer simulation, and assessment instrument. We show how the instrument was used to evaluate the curriculum, which included the computer simulation. We analyzed pretest and post-test data of 319 students taught by 10 teachers in diverse middle and high schools in the United States. Our analysis allowed us to discern different levels of reasoning in student explanations. On average, students made a significant pretest to post-test gain (p < .001) with a large effect size (Cohen’s d = 1.03) after using the curriculum. All student groups made significant gains regardless of their gender, English language status, race, or school level. However, the amount of gain significantly differed by school level, p < .001. The middle school students as a group made a larger pretest to post-test gain (d = 1.42) than the high school students (d = 0.66).

Unscrambling the preference puzzle: an in-depth exploration of why Indian international students shy away from home institutions for Master’s programs

PurposeIn 2021, more than half a million Indian students traveled abroad to pursue Master’s programs. Against this background, we explore why Indian students do not enroll in Master’s programs in Indian higher education (IHE) institutions.Design/methodology/approachSemi-structured, in-depth online interviews of 30 Indian international students pursuing post-graduation studies in four major host countries were conducted to elicit the required information. The interviews were recorded, transcribed and analyzed using a thematic approach. The attribution theory was used as a theoretical lens to discuss the findings.FindingsThe results indicate that the primary reasons for students not choosing Indian institutions are wide-ranging. The need to study abroad, decision influencers and why they did not consider IHE institutes were three significant categories encompassing nine themes. The study revealed that besides other factors, the rigor of admission in premier Indian universities is much higher when compared with other international universities. Also, the perceived rate of return in investing in those developed countries' universities is better when compared with those of premier Indian universities.Practical implicationsThe insights will act as marketing intelligence for supporting the business and university administrators of Indian universities in formulating effective tactics to admit more students from this in-demand Indian subgroup.Originality/valueMost of the existing research papers discuss the motivation and challenges of Indian international students for studying abroad, There is negligible research on their demotivation to join IHE institutions. The present study tries to focus on the aspects that most of them considered but did not join IHE. Also, the attribution theory is a new perspective for understanding their behavior in selecting higher education institutions.

Reinforcing mindware or supporting cognitive reflection: Testing two strategies for addressing a persistent learning challenge in the context of air resistance

In this study, we have explored the effectiveness of two instructional approaches in the context of the motion of objects falling at terminal speed in the presence of air resistance. We ground these instructional approaches in dual-process theories of reasoning, which assert that human cognition relies on two thinking processes. Dual-process theories suggest multiple possible avenues by which instruction might impact student reasoning. In this paper, we compare two possible instructional approaches: one designed to reinforce the normative approach (improving the outputs of the intuitive process) and another that guides students to reflect on and analyze their initial ideas (supporting the analytic process). The results suggest that for students who have already demonstrated a minimum level of requisite knowledge, instruction that supports analysis of their likely intuitive mental model leads to greater learning benefits in the short term than instruction that focuses solely on providing practice with the normative mindware. These results have implications for the design of instructional materials and help to demonstrate how dual-process theories can be leveraged to explain the success of existing research-based materials. Published by the American Physical Society 2024

The impact of unfolding case studies combined with think-aloud strategies on the clinical reasoning and self-directed learning abilities of postgraduate students: A mixed methods study

AimTo conduct unfolding case studies and test their effectiveness in improving clinical reasoning, teamwork and self-directed learning among postgraduate students. BackgroundPostgraduate students, as advanced nursing professionals in clinical settings, are the driving force behind the rapid development of the nursing profession. Effective clinical reasoning is a fundamental nursing skill that postgraduate students must cultivate, having a direct impact on patient health outcomes. The development and usation of unfolding case studies, which reflect the evolving conditions of patients, combined with think-aloud teaching methods, can enhance postgraduate students' clinical reasoning abilities and foster communication and self-reflection, thereby achieving this goal. DesignMixed methods design. MethodsThe Nurses' Clinical Reasoning Scale and the Nursing Students' Self-Directed Learning Ability Scale were used to evaluate the clinical reasoning and self-directed learning abilities of nursing students. A qualitative exploratory design with a think-aloud interview technique was employed to explore the clinical reasoning process of nursing students in unfolding cases. Twenty-one nursing students completed the questionnaire survey. Data analysis was conducted using Wilcoxon signed-rank tests, Spearman correlations, regressions and inductive content analysis. ResultsAfter implementing the case study, there was a statistically significant improvement in students' clinical reasoning, self-directed learning and teamwork abilities. Think-aloud analysis revealed that the cognitive strategies most employed by students in clinical reasoning were 'Making choices', 'Forming relationships', 'Searched for information' and 'Drawing conclusions'. ConclusionUnfolding case studies combined with think-aloud strategies provide a conducive learning environment for postgraduate students, effectively enhancing their clinical reasoning and self-directed learning abilities.

IMPLEMENTASI MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS PADA MATERI LINGKARAN KELAS VIII

The purpose of this class action research is to define the implementation of the problem based learning model to improve the mathematical reasoning ability of the students of the eighth grade Fatimah Azzahra SMP IT Izzudin Palembang 2023/2024 on circular material. Execution of research using two cycles, each cycle has steps namely planning, action, observation, and reflection. Data collection on this study uses observation, and testing. The research was carried out with the participation of 17 students of the eighth grade at Izzudin Palembang IT High School. The aim of this study is to apply the learning model of problem based learning with the aim of improving the ability of mathematical reasoning of students. Students experience improvement in every aspect. The increase in the percentage of students' scores in mathematical reasoning skills during the first cycle reached 61.91%, while in the second cycle increased by 84.03%. The implementation of this study uses the pre-cycle phase by giving pre-test questions so that students reached the percent of 43.13% and in the post-test phase students achieved 80.84% so that it can be concluded that each indicator of mathematic reasoning ability students experienced a good improvement.

The Development of Canva-Assisted Scientific Approach Pythagoras Teaching Materials to Improve Students’ Mathematical Reasoning Ability on Junior High School

This research was conducted to determine the development, feasibility, effectiveness, and difficulties in the development of teaching materials on the Pythagorean Theorem using a scientific approach assisted by Canva to enhance the mathematical reasoning abilities of junior high school students. This research was conducted at SMP PGRI 10 Bandung using the Research and Development (R&amp;D) method based on the 4D stages. The research subjects included 33 students from class IX F for limited trials, 27 students from class VIII B, and 29 students from class VIII D for extensive trials. The research instruments used in this study included interviews in the preliminary learning, student responses to the teaching materials, expert validation sheets, and 6 items of reasoning ability test questions. The material used in this research was the Pythagorean Theorem. Student reasoning ability test data were analyzed using Microsoft Excel calculations. The research results indicate that: 1) the development process of the 4D method teaching materials, including a) Define (Definition); b) Design; c) Develop; and Disseminate, have been successfully implemented according to the plan; 2) the validator calculation results obtained a percentage of 86.21%, categorized as "very valid and do not need revision"; 3) the student reasoning ability test results prove that the teaching materials are reasonably effective; 4) significant difficulties include students' lack of understanding of the material, low activity, and a lack of supportive learning facilities.

A Study on Association Between Cognitive Development and Moral Reasoning in Students at Elementary Level

The purpose of this research study was to investigate the relationship between cognitive development and moral reasoning of students enrolled in secondary schools. The different aspects of cognitive development and moral reasoning of secondary school students and were also determined in this study. To achieve aforementioned objectives of the study, a sample of 355 students was selected by using the Taro Yamane's sample size calculator. The descriptive survey research design was used and a questionnaire was developed to collect the data. The findings of the study unveiled a notable correlation between cognitive development and moral reasoning, indicating that as cognitive faculties advanced, moral reasoning exhibited a trend toward heightened complexity and refinement. This significant results of the study stated that advancements in cognitive abilities have the potential to positively impact moral reasoning capabilities. Such revelations shed light on the synergistic interplay between cognitive and moral domains, accentuating the potential reciprocal influence between these two facets of human development.

Knowledge, confidence and clinical reasoning of dental students for diagnosing pediatric periodontal diseases

ObjectiveGiven the importance of diagnosing periodontal diseases in pediatric patients, the objective of this study was to examine knowledge, confidence, and clinical reasoning of third- and fourth-year dental students regarding periodontal diagnosis and treatment planning in pediatric patients. MethodsAn explanatory sequential mixed-method study was conducted in two phases. In the first phase, the survey questions were administered online to the third-and fourth-year dental students. Surveys tested for knowledge, confidence and clinical decision-making using questions and case-studies. Answers from periodontists and the pediatric dentists were used as the gold standard. For the next phase, individual interviews were recorded, transcribed, and coded followed by verbal analysis to assess their clinical reasoning for the specific diagnosis and treatment planning. ResultsWhile there was no overall difference in the knowledge and the confidence level between the students, they differed from the experts for some questions in confidence levels. As measured using the Script Concordance Test (SCT), no significant differences were observed between the participants in their clinical reasoning. The verbal analysis of the interview data showed that the students used three different patterns for searching through the problem space. Most of the students used the forward pattern of search and reported low confidence in diagnosing and treating pediatric periodontal diseases. ConclusionDue to low self-reported confidence in diagnosing periodontal disease in pediatric patients. Providing education solutions will improve the confidence of undergraduate dental students in diagnosing and treating periodontal disease.

Investigating prospective teachers’ skills of predicting and identifying significant student reasoning instances and deciding how to respond to those instances

ABSTRACT The importance of constructing mathematical arguments and critiquing the reasoning of others has been emphasized as a key component for deep mathematical understanding. As a result, acknowledging proof as an essential tool to comprehend mathematics at all grade levels has been suggested by many researchers as well as reform initiatives. To do so, both teachers and prospective teachers should be able to predict how students reason mathematically, identify significant student reasoning instances and decide how to respond productively to those instances. The participants consisted of eleven prospective teachers who enrolled in a teacher education program at a public university in Turkey. All participants enrolled in a two-credit mathematics education course about teaching reasoning and proving in the middle grades taught by the author. The results of this study demonstrated that the participating prospective teachers were able to predict student reasoning productively. However, the results regarding to the participants’ levels of identifying significant student reasoning instances were less successful. This study also documented that majority of the participants listed guiding questions. Although the elective course was not structured toward promoting participants’ noticing skills, all these results could suggest that the course might have influenced the participants’ prediction, identifying, and responding skills.

Analogical Reasoning of Sensing and Intuition Personality Student in Solving Proportion Problem: Two-Variable into Three-Variable Direct Proportion Word Problem

Analogical Reasoning of Sensing and Intuition Personality Student in Solving Proportion Problem: Two-Variable into Three-Variable Direct Proportion Word Problem

Assessment of Clinical Reasoning in Undergraduate Medical Education: A Pragmatic Approach to Programmatic Assessment.

Clinical reasoning, a complex construct integral to the practice of medicine, has been challenging to define, teach, and assess. Programmatic assessment purports to overcome validity limitations of judgments made from individual assessments through proportionality and triangulation processes. This study explored a pragmatic approach to the programmatic assessment of clinical reasoning. The study analyzed data from 2 student cohorts from the University of Utah School of Medicine (UUSOM) (n = 113 in cohort 1 and 119 in cohort 2) and 1 cohort from the University of Colorado School of Medicine (CUSOM) using assessment data that spanned from 2017 to 2021 (n = 199). The study methods included the following: (1) asking faculty judges to categorize student clinical reasoning skills, (2) selecting institution-specific assessment data conceptually aligned with clinical reasoning, (3) calculating correlations between assessment data and faculty judgments, and (4) developing regression models between assessment data and faculty judgments. Faculty judgments of student clinical reasoning skills were converted to a continuous variable of clinical reasoning struggles, with mean (SD) ratings of 2.93 (0.27) for the 232 UUSOM students and 2.96 (0.17) for the 199 CUSOM students. A total of 67 and 32 discrete assessment variables were included from the UUSOM and CUSOM, respectively. Pearson r correlations were moderate to strong between many individual and composite assessment variables and faculty judgments. Regression models demonstrated an overall adjusted R2 (standard error of the estimate) of 0.50 (0.19) for UUSOM cohort 1, 0.28 (0.15) for UUSOM cohort 2, and 0.30 (0.14) for CUSOM. This study represents an early pragmatic exploration of regression analysis as a potential tool for operationalizing the proportionality and triangulation principles of programmatic assessment. The study found that programmatic assessment may be a useful framework for longitudinal assessment of complicated constructs, such as clinical reasoning.

Algebraic reasoning of high school students in solving inverse function problems: Viewed from mathematical resilience

Algebra is one of the essential branches of mathematics that often presents challenges for students, especially when faced with inverse function problems. This study aims to describe algebraic reasoning in solving inverse function problems from the perspective of students' mathematical resilience. This qualitative research uses a case study design involving 33 eleventh-grade students from a public high school in West Bandung Regency. The instruments used were a mathematical resilience scale and an algebraic reasoning test. Data analysis was conducted through data reduction, presentation, and conclusion drawing. The results showed that 15.15% of students had low resilience, 72.72% had moderate resilience, and 12.12% had high resilience. There were different characteristics in algebraic reasoning among students in these resilience categories. The implications indicate that targeted learning strategies can enhance algebraic reasoning, especially for moderate and low-resilience students.