Scientific Reasoning Research Articles

Reasoning in chemistry teacher education

Abstract Research on preservice science teacher’s reasoning is comparatively new in a larger field of research on reasoning. This study examines model-based reasoning among preservice science teachers to make recommendations on how reasoning can be fostered within chemistry teacher education. It coalesces over 20 years of a program of research in this area. Firstly, several empirical studies on undergraduate students and their reasoning are examined. Future chemistry teachers are drawn from this pool of undergraduate students. Secondly, empirical studies in preservice teacher education are examined to highlight reasoning among preservice chemistry teachers. Thirdly, recommendations are put forward for future research on the development of scientific reasoning among chemistry teachers as an important facet of chemistry teacher education.

Individual differences in theory of mind and children’s advanced scientific reasoning in elementary school

Recently, there has been an increased interest in the associations between theory of mind (ToM), the ability to infer others’ mental states, and academic functioning in middle childhood including scientific reasoning. This study follows this trend and addresses two gaps in the literature. First, it examines whether individual differences in ToM primarily relate to children’s acquisition of advanced scientific reasoning or also help them overcome less-sophisticated conceptions. Second, it investigates the associations between scientific reasoning and distinct aspects of the multidimensional construct of ToM (here we assessed recursive ToM, interpretive ToM, and social awareness ToM). Participants were 84 8-, 9-, and 10-year-olds (41 F, 43 M) attending elementary school in northern Italy. Children were assessed for their ToM, scientific reasoning, inhibitory control, and verbal and non-verbal ability. Results showed that ToM was uniquely correlated with children’s acquisition of advanced conceptions of scientific reasoning but not with the overcoming of naïve and intermediate levels of understanding. Hierarchical regression analyses showed that this finding applies to all three ToM components and that the association between ToM and advanced scientific reasoning was independent of children’s general cognitive development (inhibitory control, and verbal and non-verbal ability). Overall, our findings suggest that ToM paves the way for more sophisticated reasoning in the science domain and that several distinct mechanisms may underlie this effect.

Qlobal Ekololoji Reallıq: İqlim Dəyişiklikləri Sosietal Problem Kimi

In the presented article, studying climate changes as one of the global problems that concern the countries of the world, as well as the impact of anthropogenic factors on the living world, preventing the consequences they cause to the environment, taking measures on a global scale in order to minimize these effects, and cooperating in this direction is one of the main priority issues in the modern era. as mentioned. It is noted that there are conflicting views on the approach to the problem. The scientific community investigating the topic of climate change is divided into two fronts. The first front is based on the fact that climate change is an empty claim made by a group of stakeholders, especially developed countries, to prevent the speed of progress in developing countries. The second front, which includes well-known environmental scientists of the world, tries to explain with its scientific reasoning and research that climate change is the most serious problem facing humanity. In the article, the causes of climate change, its social consequences, and the ways to eliminate the problem are analyzed. Here, the mentioned problem is approached with the method of historical comparison and double comparison, and the necessity of global cooperation in solving the problem is emphasized. Today, the leading countries responsible for the fate of the world must be sincere in their efforts to eliminate the factors that cause climate change, think in one way, speak in one way, and act in one way. Imitation of action will not allow to achieve the declared goals, it can lead the world to irreversible disasters. More effective educational measures should be taken for the ecological education, morality, and culture of the human race. It is an imperative to form an international organization that is responsible for the fate of the world, formed on representative bases, based on the principle of objective, honest, social justice, guided by international law, and has the practical imperative power of the decisions it will make. Protection of the world house is possible with the joint effort of every inhabitant of this house.

Prinsip dan Peran Logika sebagai Dasar Penalaran Ilmiah di Era Informasi

Logic has a very important role in the development of knowledge and studies of certain knowledge. As a science, it is the basis for determining straight, precise and healthy thinking. Because the function of logic is to investigate, formulate and apply the laws that are adhered to. Logic is a field of science that focuses on the principles of valid and consistent reasoning. Its role is very important in the process of systematic and rational thinking, especially in the era of rapidly developing information. In the context of information technology, logic functions as a basis for understanding and filtering various information received every day. This article aims to provide an introduction to the principles and role of logic as a basis for scientific reasoning in facing the challenges of the information era. The focus of this article is the relationship between logic, information analysis, and rational decision making. The purpose of this discussion is for readers to better understand the importance of using logic in sorting valid information, as well as improving critical thinking skills in dealing with various incoming data. This article also discusses the basic principles of logic, which are important in assessing and constructing rational arguments in the world of information.

Conceptual Learning and Scientific Reasoning of the STEM Students as Influenced by Metacognitive Strategies

Conceptual Learning and Scientific Reasoning of the STEM Students as Influenced by Metacognitive Strategies

Theories and models on the mode of action of homeopathic remedies

Background: As of today, no systematic review of published theoretical approaches to understand the mode of action of homeopathic remedies has been presented. References to possible theoretical models, therefore, remain speculative and arbitrary. The need to accelerate theory building for scientific and political reasons is widely recognized. Methods: Following scientific standards, we searched Medline, Embase, Scopus, Web of Science, PhilPapers, the Gemeinsamer Verbundkatalog (GVK), swisscovery, CAMBase, several webOPACs (University Witten/Herdecke, IGM Bosch Stiftung, HBH, EBH) and personal libraries of the authors for original studies. All identified references were screened in duplicate, and eligibility was determined according to pre-set criteria. The references included have undergone systematic data extraction and bibliographic examination. The findings will be presented in two parts: the first providing a quantitative overview, and the second offering a qualitative evaluation. The manuscript for the quantitative analysis and bibliographic examination is currently being prepared and expected to be published in the coming months. This phase identifies theories and models on the mode of action of homeopathic remedies across various disciplines. A deeper qualitative analysis will follow in a subsequent publication. Results: Database searches resulted in several thousand unique references, of which less than 2000 were found eligible for title and abstract screening. Full-text analysis was performed on 495 publications, of which 217 were included. Besides bibliographical data, we extracted the scientific frameworks within which the theories are embedded and the aspects of homeopathy they aim to explain. Specific trends and connections could be identified. Conclusions: This systematic literature review provides a thorough overview of theories and models on the mode of action of homeopathic preparations discussed in scientific literature over the past 200 years. These findings will guide future theory building and development, identifying trends and connections within the existing body of knowledge.

A lesson for us all: the Hodgkin-Keynes long pore model of ion flux.

In this article we analyze the classic Hodgkin and Keynes 1955 paper describing investigations of the independence principle, with the expectation that there is much students and educators can learn from such exercises, most notably how the authors applied their diverse skill set to tackling the numerous obstacles that the study presented. The paper encompasses three of the physiology core concepts, cell membranes, flow down gradients, and scientific reasoning, which were recently assigned to the classes The Biological World, The Physical World, and Ways of Looking at the World, respectively. Thus, analysis of such a paper illuminates the relationships that exist between distinct concepts and encourages a holistic approach to understanding physiology. In-depth analysis of the paper allows us to follow the authors' thought processes from their realization that previous methods lacked the resolution to answer a fundamental question relating to ion movement across membranes to the application of a more sensitive technique and ultimately the development of a novel model describing ion flux. This paper was the culmination of work started in the mid-1930s, strongly supported the ionic theory of nervous conduction proposed by Hodgkin and Huxley, and predicted the presence of ion channels as narrow pores through which ions move sequentially four decades before these features were convincingly demonstrated.NEW & NOTEWORTHY We describe in detail Hodgkin and Keynes' investigation of the independence principle. It is our expectation that students and educators can benefit from following the thought processes applied by the authors as they navigated the complexities of experimental design and data analysis, culminating in development of a model whose elegant simplicity was convincing evidence of narrow membrane-bound pores, ion channels, that were the conduit for transmembrane ion movement.

Engaging History of Biology

American Biology Teacher has published over seven dozen articles relevant to the history of biology in biology teaching. They are cataloged here and indexed by topic. As reflected in this archive, teachers adopt a historical approach for many pragmatic motivations: (1) to engage students, by contextualizing science culturally; (2) to foster student interest through storytelling; (3) to promote the human dimension of science and offer role models; (4) to exemplify and nurture scientific reasoning; and (5) to convey the ever elusive “nature of science.” Here, I summarize and comment on those aims and their relation to the Next Generation Science Standards, and consider briefly some of the practical dimensions for teachers who have not yet engaged with historical approaches.

Development of multiple-representation based E-LKPD to improve students' scientific reasoning in classification of living things

Scientific reasoning is a 21st-century skill that needs to be trained to prepare students to face the challenges of globalization. This can be supported by developing e-LKPD (electronic student worksheets) based on multiple representations. This research aims to determine the validity, practicality, and effectiveness of e-LKPD. This type of research is development research that applies the ADDIE model. The validation results by three experts had an average score of 81.66, 86.4, and 85.33 with a very valid category. Practical results were obtained based on student response questionnaires and observations of learning implementation. On a small scale at SMPN 2 Tanggul it was 78 (practical) and observation results were 87.11 (very practical), while on a class scale at SMPN 1 Wonosari, the student response questionnaire score was 81.28 (very practical) and observation results were 84.10 (very practical) practical), SMPN 1 Arjasa with a questionnaire response was 78.9 (practical) and observation results were 86.12 (very practical), MTsN 3 Banyuwangi was 87.72 (very practical) and observation results were 89.23 (very practical).

Investigating Scientific Reasoning Among Early Graders in Tanzania in the Context of Ill-structured Problem-solving

The role of scientific reasoning in promoting scientific literacy during the early years of schooling is well acknowledged. Using the analytical framework for scientific reasoning skills by A. Opitz et al. (2017, Educational Research and Evaluation, 23(3–4), 78–101), this multi-age observational study investigated the extent of scientific reasoning among early graders and the instructional design features that influence their reasoning processes. A group of three early grade learners and one fifth grader was assigned to solve an ill-structured problem involving rolling symmetrical and asymmetrical cups down an inclined plane. The activity lasted for almost 2 hours and was videotaped and subjected to an analytical framework. The results indicated that the children could reason scientifically on aspects such as hypothesis generation, evidence generation and evidence evaluation. However, the children did not perform well in aspects such as questioning and problem identification. Instructional design features such as the researcher’s probing, collaborative problem solving, heterogeneous age groups, using a familiar language and the nature of the problem were found to have varying influence on children’s reasoning processes. The study documents spontaneous scientific reasoning for early graders which can serve as a building block for developing scientific reasoning skills in later years, in particular designing relevant learning materials and teaching strategies. Implications for practice and further research are discussed.

The Effectiveness of a Learning Program Based on STEAM In Computer Science for Gifted Students in Developing Scientific Reasoning

The current research aimed to identify the effectiveness of the educational program based on STEAM in both scientific reasoning and innovative thinking of gifted students within the computer subject in their fifth preparatory grade.To achieve this goal, the null hypotheses have been adopted: There is no significant difference at the 0.05 level between the ranks of learners' scores in the pre-test and post-test of scientific reasoning for gifted students who studied computer science according to the STEAM educational and learning program. The descriptive and quasi-experimental methods were adopted during the current research. The former was used for the purpose of building the educational program, while the latter was related to the application of the experiment, thereby demonstrating the effectiveness of implementing the program on a sample of gifted students in their fifth preparatory grade in computer science at the Mohobi Baghdad School, numbering (10) students in the academic year 2022-2023. The appropriate experimental design for the group, based on pre-test and post-test, has been adopted through the application of the Aloson scientific inference test.

Fostering the Interdisciplinary Learning of Contemporary Physics Through Digital Technologies: The “Gravitas” Project

The interdisciplinary teaching of contemporary physics has become increasingly common in physics education, especially for high school students and teachers. This approach, which integrates content and methodologies from various disciplines, fosters scientific reasoning, enhances creativity, and increases student motivation and interest in physics. The use of digital technologies, such as social media platforms, supports these educational goals by facilitating the inclusive and cost-effective dissemination of scientific knowledge and the development of soft skills. This paper introduces the “Gravitas” project, an initiative that employs an interdisciplinary approach to present contemporary physics topics to high school students through social media. Coordinated by the Cagliari Division of the National Institute of Nuclear Physics (INFN) in Italy, the “Gravitas” project offers a non-traditional learning environment where students explore modern physics and philosophy and the history of science. Through the creation of educational materials, such as social media posts, students actively engage in their learning. In 2022, around 250 students from 16 high schools across Sardinia, Italy, participated in this project. This paper discusses the learning outcomes, highlighting the potential of integrating formal high school curricula with innovative educational and digital tools.

Development of scaffolding-based science e-modules to improve junior high school students’ scientific reasoning

Scientific Reasoning is a high-level thinking ability to think scientifically, systematically, and logically in the scientific method process. The scientific reasoning of junior high school students is still low in Science learning. In fact, scientific reasoning is an essential component of the cognitive flow of 21st-century skills. This study aimed to describe the validity, practicality, and effectiveness of scaffolding-based Science e-module in improving the scientific reasoning of junior high school students. This study was a developmental study with the ADDIE model. The subjects were 35 7-E students in SMP Negeri 7 Jember with the implementation in the even semester of the 2023/2024 academic year. The data collection techniques used were observation, documentation, validation sheets, implementation observation sheets, tests (pretest and posttest), and questionnaires of student response. Based on the research results, the implementation of a scaffolding-based Science e-module obtained a validation value of 89.8%, which was included in the valid category and can be used in the learning process. The results of the practicality analysis obtained a value of 88%, which was included in the very practical category to be used in the learning process. The effectiveness was obtained from the results of the pretest and posttest with an N-Gain value of 0.73%, which was included in the high category, and the results of student response were 89.4%, which was included in the very good category and effective in improving scientific reasoning of the junior high school students.

Top-down and bottom-up effects on visual perception during data-based scientific reasoning in the context of population dynamics

ABSTRACT This study investigates the role of visual perception in data-based scientific reasoning within population dynamics. Visual perception involves representational characteristics of stimuli and context-based conceptions, influenced by top-down (contextual assumptions) and bottom-up (data representation) effects. In population dynamics, top-down effects relate to assumptions like natural equilibrium, while bottom-up effects concern how data are represented, typically through line graphs. We assessed pre-service biology teachers’ (N = 20) initial conceptions on population dynamics, categorizing them as either the Balance of Nature (BoN) or Flux of Nature (FoN) metaphors. Participants viewed line graphs depicting population dynamics while eye-tracking technology recorded their visual focus and think-aloud protocols provided verbal data. ANOVA results showed significant differences in eye-tracking metrics between AOI groups of BoN and FoN graphs, but no significant effects between initial conceptions and eye-tracking measures. Heat map analyses revealed that participants focused on visually prominent graph features, especially when interpretation required conceptual knowledge and pattern identification.

Breaking Down the Concept of Students' Thinking and Reasoning Skills for Implementation in the Classroom.

Various skills related to critical thinking, reasoning, and scientific reasoning are defined as essential for students in policy documents and curricula around the world as essential both in school and in everyday life. However, these concepts are often too vaguely defined and explained for a clear implementation in the classroom. In this conceptual article, the authors propose the following questions: (1) How are the concepts of thinking and reasoning as defined in policy documents reflected in curriculum descriptions across different disciplines? (2) To what extent do reasoning activities and processes overlap across different disciplines? (3) How can reasoning skills (particularly: analysis, evaluation, and creation) be described based on reasoning activities or processes and the outputs or products? Based on the literature review, it is concluded that researchers in various science disciplines have defined the aspects of reasoning that are typical for their respective disciplines, considering content, procedural knowledge, and epistemic knowledge. Meanwhile, looking from the perspective of cognitive psychology, it is concluded that reasoning processes (deductive, inductive, and analogical reasoning) are activated in the mind while students engage in reasoning activities (such as analysis, evaluation, and synthesis). Thus, similar cognitive processes occur in the mind, despite a student working in different disciplines. A conceptual framework is offered in this article showing (1) how reasoning processes and activities manifest themselves in different study domains both from a theoretical perspective and in everyday classroom work; and (2) what kind of outputs could be expected from students based on various reasoning activities. The importance of interdisciplinary collaboration is justified so that students develop their reasoning skills holistically, not fragmentarily.

Factors Associated with Healthcare Students’ Cognitive Levels Measured by the Classroom Test of Scientific Reasoning

Factors Associated with Healthcare Students’ Cognitive Levels Measured by the Classroom Test of Scientific Reasoning

Por las puertas de la apercepción: Acercamientos a la filosofía de Francisco Gavidia

In the following paper, the author points out some of the aspects of the philosophical project of the Salvadoran writer Francisco Gavidia. One important contribution is that the author reflects on whether a Latin American philosophy is possible, long before the philosophical debates regarding this matter during the 1960s. Gavidia maintained that this philosophy must overcome the limitations of positivism and provide a perspective of reality rooted both on scientific reason and poetic intuition, given the particularities of Latin American identity. That is what the author calls “apperception”, which he considers as the foundation of his philosophical and cultural project for El Salvador. Nevertheless, Gavidia thought has both the scope and limitations of a philosophy rooted in the 19th century intellectual context but focused on the 20th century problems. Realidad, Revista de Ciencias Sociales y Humanidades, No. 164, 2024: 89-136.

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Compensation for National Socialist Persecution as a Catalyst for a Paradigm Shift - A Contribution to the History of Psychiatry in the Early Federal Republic of Germany

After WW II, Holocaust survivors often faced negative assessments by German psychiatrists when claiming compensation for psychological damage, a fact that was met with criticism. This study examines how as a result the prevailing doctrine on trauma sequelae underwent a transformation. Academic contributions in German language from 1946 to 1969 are analyzed for their para-digmatic views on the etiology of mental disorders after war and Nazi persecution. Only a new generation of psychiatrists was able to develop more adequate psychotraumatological concepts by using anthropological and occasionally psychoanalytic theoretical elements. At the same time this also questioned the medically oriented concept of illness in psychiatry. Less the persistence of anti-Semitic sentiments but rather internal scientific reasons such as an unevidenced dogmatism obstructed the the advancement of science.

A Theoretical Model for Measuring Upper Primary School Learners’ Scientific Reasoning Abilities in Science

One agenda of science instruction in primary schools is to develop learners’ scientific reasoning abilities and to equip them with the necessary twenty-first-century skills. Few studies have been conducted to develop measurement tools that aspire to assess primary school learners’ scientific reasoning. Most of these studies lack a theoretical model backing the development of these assessment tools. This paper introduces the model for measuring scientific reasoning (MMSR) as a theoretical model for guiding the development of assessment tools in the context of measuring upper primary school learners’ scientific reasoning. We first conceptualise scientific reasoning using a review of the literature and then present evidence to justify and validate this model for use in measuring primary school learners’ scientific reasoning abilities. Furthermore, using research in history and philosophy of science and science education, the MMSR model supports the development of assessment tools measuring learners’ patterns of scientific reasoning and also considering the nature of science across different contextual settings.