Scientific Reasoning Ability Research Articles

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.

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.

INVESTIGASI KEMAMPUAN BERNALAR ILMIAH SISWA MELALUI IMPLEMENTASI MODEL PROBLEM BASED LEARNING MATERI FISIKA FLUIDA STATIS

In this 21st century, students are required to have skills in facing the challenges of globalization, one of which is scientific reasoning skills. Scientific reasoning is the ability to think systematically and logically to solve problems. Six indicators of scientific reasoning ability include conversion reasoning, proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and hypothesis-deductive reasoning. Scientific reasoning ability can be improved by using learning models that encourage students to think at a higher level, one of which is the Problem Based Learning (PBL) model. The purpose of this research is to determine the scientific reasoning ability of students through the application of the PBL model on static fluid physics material. This type of research is descriptive quantitative and qualitative. This research was conducted in class XI MIPA 4 SMAN 3 Jember. Data collection techniques in this study using observation techniques, interviews, tests, and documentation. Data analysis techniques in this study are data collection, data reduction, data presentation, data interpretation, and conclusion drawing. The results obtained are the average score of students' reasoning ability on the six indicators of scientific reasoning in the very good category. So it is concluded that the PBL model can improve students' scientific reasoning ability in static fluid physics material.

Enhancing senior secondary school students’ content knowledge and reflective thinking in genetics concepts using socioscientific issue-based strategy

This study determined the effect of Socioscientific Issue–based Strategy and Scientific Reasoning Ability (SRA) on students’ content knowledge and reflective thinking in senior secondary school (SS) genetics concepts (GC) in biology in Oyo State, Nigeria. The pretest-posttest control group quasi-experimental design was used. 140 SS two students participated. Data were analysed using analysis of covariance at p0.05. Treatment had a significant main effect on student’ knowledge (F(1;339)=16.96; partial η2=0.07) and reflective thinking (F(1;339)=10.17; partial η2=0.04) in GC. SRA had a significant main effect on students’ knowledge (F(2;338)=4.84; partial η2=0.04) and reflective thinking in GC (F(2;338)=5.01; partial η2=0.04). Socioscientific issue-based strategy improved students’ learning outcomes in senior secondary school genetics concepts.

Survei tingkat penalaran ilmiah peserta didik se-SMA Negeri Tangerang Selatan

The scientific reasoning skill in Indonesia is still considered low and research is rarely done, whereas in addition to having a long-term impact on cognitive development and academic achievement, scientific reasoning skill also prepares students to be able to compete in the global era. The importance of scientific reasoning skill also listed in Permendikbud Nomor 64 Tahun 2013 and Permendikbud Nomor 21 Tahun 2016. This descriptive study aims to describe the scientific reasoning skill of high school students in South Tangerang and obtain information about the importance of scientific reasoning skill. This research was conducted at 6 high schools in South Tangerang City based on cluster random sampling. The instrument used was a description test using the material of the circulatory system based on 5 Karplus scientific reasoning patterns that were developed, then the results of the tests were categorized based on the level of scientific reasoning. The results of this study are the Serial Ordering pattern 15.26%, Class Inclusion Reasoning 11.7%, Correlational Reasoning 8.57%, Theoretical Reasoning 6.28% and Functionality Reasoning 6.75%, and the category of scientific reasoning ability from all schools at the transition level.

The personal epistemology of parents predicts the development of scientific reasoning in children aged 6-10 years.

The influence of the epistemological beliefs of parents on the development of comprehensive scientific reasoning abilities was investigated in a five-wave longitudinal study from kindergarten to elementary school. The 161 German 5-10-year-olds (89 girls, 72 boys) were assessed yearly on their scientific reasoning abilities using comprehensive measures for experimentation and data-interpretation skills, as well as understanding of the nature of science. The children were also tested on their language abilities and intelligence. Their parents completed a sociodemographics questionnaire and answered ten questions about their epistemological beliefs regarding (1) the interpretive nature of science, (2) the tentative nature of knowledge, and (3) the role of scientific framework theories. The personal epistemology of the parents significantly predicted the scientific reasoning development of their children regardless of the parents' education level and the children's general cognitive abilities. However, the effect of the epistemology of parents on their children's scientific reasoning was limited to the intercepts, suggesting that the epistemic understanding of parents affects how scientific reasoning develops in their children, but not the development speed. Although parental epistemology exerts substantial effects on scientific reasoning of their children, it did not affect their reading ability, suggesting an involvement of science-specific mechanisms rather than generalized family-based influences. These findings highlight the importance of family as a variable in the development of scientific reasoning, which is an area lacking in research, and it suggests that early interventions targeted at the epistemic understanding of caregivers can provide useful ways for promoting the reasoning of children. RESEARCH HIGHLIGHTS: A five-year longitudinal study shows significant development of scientific reasoning from kindergarten to elementary school. Caregivers' personal epistemology predicted scientific reasoning development-independent of children's general cognitive abilities and caregivers' level of education. The effect was most-pronounced for caregivers' understanding that social framework theories determine which aspects of science are accepted and how they are conducted. Caregivers' personal epistemology did not predict children's reading abilities, suggesting that the effect of the caregivers' epistemology on children's scientific reasoning is domain-specific.

Analysis of students’ scientific reasoning ability on static fluid topics

The aim of the research was to identify the Scientific Reasoning abilities of high school students on the topic of Static Fluids. This type of research is a quantitative survey design. This survey research involved 78 class XII students at a private high school in East Java, Indonesia who had taken the material. This research uses a Scientific Reasoning Test instrument in the form of an essay with 7 questions at the HOTS level with Cronbach’s Alpha reliability of 0.77. The data was analyzed using descriptive statistics followed by classification based on the Static Fluid subtopic and level of Scientific Reasoning ability. The survey results show that the average score of students is 20.15 with a concrete operational level. The results of other studies indicate that the subtopics all at the concrete operational level. Meanwhile, if we look at the scientific reasoning indicators, it is found that the proportional reasoning indicators are the most problematic, with an average of 18.43 level 1. Scientific reasoning abilities are related to the mastery of concepts and learning experienced by students, therefore it is necessary to use learning that can explore these abilities such as Science, Technology, Engineering, Art and Mathematics (STEAM).

Contribution of critical thinking, science process skills towards learning outcomes based on gender

<span lang="EN-US">The purpose of this study is to ascertain importance of scientific reasoning and process abilities to students’ learning outcomes based on gender differences. This type of research uses the kind of correlation research. This research was carried out for one semester a sample of 104 students studying biology in senior high schools in Sumbawa, Indonesia, with a total of 55 female and 49 male students. In this study, multiple-choice examinations were used to assess the students’ science process skills as well as their critical thinking abilities and learning outcomes. The findings the results of the multiple regression analysis demonstrate that the scientific method and critical thinking abilities are strongly correlated effectively children learn, depending on the gender difference. The importance of critical thinking abilities’ positive effects on learning outcomes of the female students was 81.60% and towards the learning results of the male students was 59.1. The usefulness of the science process skill in terms of practical contribution variable towards the learning results of the female students was 4.5%, and the male students were 20.6%. This means that the average simultaneous is classified as high. However, science process skills’ contribution to learning results is relatively low. The research finding shows that the science process skills have a low effective contribution towards students’ learning results based on gender differences, needs to be a serious concern. That is, implementing the appropriate learning models to enhance the development of science process abilities.</span>

Analysis of Students Scientific Reasoning Ability and the Correlation to Students Cognitive Ability in Physics Learning

This study aims to identify students scientific reasoning ability in Palu city and the correlation between students’ scientific reasoning abilities and their cognitive aptitude within the context of physics education. In this study, we adopted a descriptive quantitative research method where the respondents consist of four high schools in Palu city, namely SMAN 1, SMAN 7, SMAN 6, and SMAN 4 Palu. An instrument by Lawson (LCSTR) was adapted for this study and it consist of 12 items two tier multiple-choice that contains conservation of mass and volume, proportional thinking, control of variables, probabilistic thinking, correlational thinking, and hypothetical deductive reasoning. Meanwhile, for the cognitive understanding test, we utilized a static fluid concept comprehension test. The findings of this research using SPSS to analyzed find that Pearson correlation coefficient is 0,54 that revealed significant correlations between students’ scientific reasoning abilities and their cognitive aptitude in the context of physics learning. These correlations provided valuable insights into how these components influence each other and impact students’ performance and achievement in physics. The study’s result has implications for educators as a reference in the selection of models and methods of physics learning appropriate to train and develop students scientific reasoning skills.

STEM-AR Based Ecology and Biodiversity E-book Development for Increasing Students' Scientific Reasoning

This research aims to developing STEM-AR-based e-book teaching materials to improve students' scientific reasoning in ecology and biodiversity materials. The development of this research is important as a parameter of 21st-century abilities, which require students to have 4C abilities to face the education era of 4.0. This research method uses Research and Development (R&D). The R&D design chosen was Thiagarajan design consisting of four stages (Define, Design, Develop, and Disseminate) (Thiagarajan, 1974). Class VII students (N = 42) were involved as research subjects who were taken by the purposive sampling technique. Data collection was carried out through scientific reasoning tests, student response questionnaires, and observation sheets. Data processing techniques used paired sample T-tests and then performed the N-gain test. The results of the analysis show that after using the STEM-AR-based e-book, there is an increase in scientific reasoning ability, with an N-Gain value of 63% in the medium category. Testing the effectiveness of teaching materials using the SPSS paired sample t-test showed a result of 0.001, which means that STEM-AR-based teaching materials affect students' scientific reasoning. The descriptive average of scientific reasoning has increased by 40%. In addition, students gave positive responses to teaching materials, which made it easier to understand the material

Effect of context-based approach on students’ scientific reasoning on heredity concepts

This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in three groups. REACT strategy of context-based instruction and conventional instruction integrated with context-based activities was used to teach treatment group 1 (TG 1) and treatment group 2 (TG 2) students, respectively. The students in the comparison group (CG) were taught conventional instruction. The data collected using two-tier multiple-choice tests, observation, and semi-structured interviews were analyzed using one-way ANOVA and descriptive analysis. The result showed that there were significant mean score differences between TG 2 and the other two groups in favor of TG 2. Nevertheless, there was no significant difference between TG 1 and CG. This implies that when conventional instruction is integrated with a context-based activity, it has a significantly positive effect on students’ SR skills compared to using a context-based REACT strategy or conventional instruction alone.

Exploration of Argumentation and Scientific Reasoning Ability in Phenomenon-Based Argument-Driven Inquiry Learning in Newton's Law Material

The ability of argumentation and scientific reasoning is part of scientific literacy which is a requirement for learning science. Students get knowledge according to the understanding of scientists, which is important for students to have, especially in Newton's law material, but learning in the classroom currently has not developed argumentation and scientific reasoning skills properly. This study used a mixed method design with an embedded experimental design carried out offline. This research design was used in order to obtain an in-depth picture of students' argumentation and scientific reasoning abilities. The results showed that students' argumentation and scientific reasoning abilities increased significantly after being given the phenomenon-based Argument-Driven Inquiry (ADI) learning model. This learning has a moderate effect on argumentation skills and a very large one on students' scientific reasoning. Even though students' argumentation abilities have increased significantly, on average students still have difficulty in associating a phenomenon with the appropriate Newton's Laws. Scientific reasoning students also experience positive changes. This is evidenced by the increase in post-test scores and effect sizes which are in the very large category

The Influence of Inquiry Lesson Learning on Students' Scientific Reasoning Ability in Ecosystem Material

Background: This study aims to determine the influence of applying the Inquiry Lesson learning model on the scientific reasoning abilities of Grade X students. Method: This type of research uses a quasi-experiment. The sample for this research was A total of 55 students in the science program grade 10 at one of the Madrasah Aliyah Public Schools (MAN) were involved. The instrument used is in the form of scientific reasoning ability test questions in the form of reasoned multiple-choice questions of 15 questions. The research design used is the Non-equivalent Control Group. The second instrument uses a student response questionnaire to learning using the inquiry lesson learning model, which consists of 12 questions. Results: The average N-Gain score was 0.48 in the moderate category, and the scientific reasoning abilities of students in the control class produced an average pretest score of 56.12 and a post-test average score of 70.13 with an average score of 70.13. N-Gain score of 0.32. The hypothesis test obtained a significance value of sig (2-tailed) 0.004, then H0 was rejected, and H1 was accepted. The emergence of scientific reasoning abilities of experimental class students on each indicator varies but generally has an N-Gain score in the moderate category. Student response questionnaires regarding the inquiry lesson learning model showed an average score in the excellent class (61-80). Conclusion: the conclusion in this study is that there is an increase in inquiry lesson learning on students' scientific reasoning abilities in Grade X ecosystem material.

The Effects of Project-Based Learning on Students' Scientific Reasoning Abilities and Credibility : A Teachers' Perspective

The purpose of this research paper is to investigate the impact of project-based learning on students' scientific reasoning skills and credence. The study's pre-exam and post-exam model was single group. 40 students from a public-school 8th grade students participated in the study during the spring 2021-2022 school year. The "Scientific Reasoning Exam Skills - SRES" was used to gauge the scientific reasoning abilities of the students before “Life science and Physical Science” course was taught using the research-project based learning approach and the SRES as a final progress check results. The 26 elements in this test are divided into 6 sub-categories Project-based learning is a student-centred approach that promotes active learning, critical thinking, and problem-solving through the exploration of scientific phenomena. This was accomplished in order to have a very solid result which will help schools to re-think in their curriculum design to make it more student-centered rand pee to peer rather than teacher centered. The results of the study's sub-problems can be summarized as follows: according to the sub-categories of proportional thinking, Hypothetical thinking, Probabilistic thinking and correlative thinking a significant difference was found between the SRES pre-exam total scores and post-exam total scores in favor of the pre-exam total scores. According to the sub-dimensions controlling variables and combinational thinking, there was no statistically significant difference in the pre-exam total scores. Between the SRES pre-exam and post-exam total scores of boys and girls students, there was no discernible difference. Only the combinational Thinking and correlative thinking sub-dimension showed a significant difference in the total scores of the SRES sub-dimensions.

The Effect of Search, Solve, Create, Share (SSCS) Learning Model on Scientific Reasoning Ability

The purpose of this study was to determine the effect of the Search, Solve, Create, and Share (SSCS) learning model on students' scientific reasoning abilities in the material of the human movement system. The method used in this research is quasi-experimental. This study used two experimental classes with the SSCS model and a control class with the conventional model. Data were obtained through observation techniques, student response questionnaires, and scientific reasoning ability tests. The results of the study stated that the SSCS model had an effect on students' scientific reasoning abilities. The results of the hypothesis test stated that H0 was rejected and Ha was accepted. This is based on the results of hypothesis testing using the Mann-Whitney test which obtains an Asymp value. Sig. (2-tailed) 0,000 0,05. Through this research, it was revealed that the SSCS learning model had an effect on students' scientific reasoning abilities.

Correlational Analysis on Stem Students’ Ncae Scholastic Aptitude, Track Preference, and Occupational Interest, with SHS Academic Performance

In the “new normal,” a non-paper-and-pencil admission process becomes a challenge. This correlational analysis aims to choose possible admission candidates for SHS STEM strand by determining possible connections between the NCAE General Scholastic Aptitude (GSA), STEM Strand Preference (SSP), and Area of Occupational Interest (AOI), with the academic performance (AP) of STEM students of Ateneo de Iloilo (ADI) Senior High School (SHS). The study covered 124 STEM students data protection protocols. It showed that Ateneans have Proficient (85.6%; SD=3.13) AP and Above Average NCAE GSA (school: 93.95%; national: 37.87%) and SSP rating (90.92%). There is also a significant difference in the GWA if classified according to GSA (p=0.00), SSP (p=0.00), and AOI (p=0.031). There is a strong positive correlation (r=0.646, p=0.00) in the students’ GWA and GSA. The same was likewise observed in students’ Grade 11 performance (except PE) and their corresponding GSA areas: scientific ability, reading comprehension, verbal ability, mathematical ability, and logical reasoning ability. The study suggested that the direct relationship between NCAE and Grade 11 AP validates the efficacy of the NCAE instrument as guide in career/strand advising and in approximating students’ potential AP in Grade 11.

Measuring the Level of Scientific Reasoning Ability of Biology Prospective Teachers

This research is quantitative survey research that aims to identify the level of scientific reasoning ability of Biology prospective teachers, as well as to determine the effect of the semester on scientific reasoning abilities. A total of 80 Biology prospective teachers were involved in this study, consisting of 18 (semester 2), 29 (semester 4), and 33 (semester 6). LCSTR is an instrument used to measure scientific reasoning ability. The data were analyzed descriptively to classify the level of scientific reasoning ability, while to determine the effect of the semester on scientific reasoning ability, it was analyzed univariately using SPSS 22 at a significance level of 5%. The results of this study indicate that the scientific reasoning ability of Biology prospective teachers is dominated by concrete and transitional reasoning, and semesters have no effect on scientific reasoning abilities. These results also indicate that Biology prospective teachers have the same level of scientific reasoning ability. Furthermore, these results can be concluded that the scientific reasoning ability of Biology prospective teacher students has a low level, which is at the initial level (concrete reasoning). Then for the further work, it is described a little at the conclusion of this article.

The Effect of E-LKPD Assisted PJBL-STEM Learning Model on Scientific Reasoning Ability and Argumentation Performance of Class XII Science Students in Renewable Energy Materials

This research aims to analyze and prove the influence of scientific reasoning ability and argumentation performance of students who follow the PjBL-STEM learning model assisted by e-LKPD with conventional models in learning Physics class XII IPA SMAN 15 Bandar Lampung. The research design was quasi-experimental (quasi-experimental), and the pretest posttest design was used. The population in this study were all students of class XII IPA. The research sample was determined by random sampling technique. The sample in this study was XII IPA 1 as the control class and class XII IPA 3 as the experimental class. Data was collected using test questions, questionnaire sheets and observation sheets. Hypothesis testing using t test and Manova test. The results showed that there was an effect of scientific reasoning ability and student argumentation performance between students who took the PjBL-STEM learning model assisted by e-LKPD and students who followed the conventional learning model based on the results of the Manova test with an F value from Wilks' Lambda. = 43.208 and the significance value = 0.000. Based on these results, it can be concluded that there is an influence of scientific reasoning ability and argumentation performance of students who follow the PjBL-STEM learning model assisted by e-LKPD with conventional learning models in learning Physics class XII IPA SMA Negeri 15 Bandar Lampung.

High School Course-Completion Trajectories and College Pathways for All: A Transcript Analysis Study on Elective Computer Science Courses

Whereas researchers regard high school math and science coursework as the best indicator of college readiness for students in the United States, computer science coursework and its relationship to college attendance, particularly for minoritized students, have not received due attention despite its root in the mathematical and scientific reasoning ability. We examined students’ high school course completion patterns across subjects and grade levels with a special focus on elective computer science courses and whether the coursework pattern transitions worked differently for minoritized students in Texas, USA. Latent profile analysis and latent transition analysis revealed multiple patterns of coursework, including Regular, Trailing, and Computer Science-Intensive. However, high school students seemed to attempt computer science courses with an experimental attitude. High school girls, low-income, and Latinx and African American students were less likely to complete computer science courses, despite demonstrating a similar coursework pattern in the previous year. Similarly, students with limited English proficiency, those eligible for free- or reduced-price lunch programs, and Native American students systematically have a lower chance to attend college, despite sufficient academic preparation in high school. Findings highlight the challenges minoritized students face and how students approach elective computer science courses in high school.

Calibration of scientific reasoning ability

AbstractScientific reasoning ability, the ability to reason critically about the quality of scientific evidence, can help laypeople use scientific evidence when making judgments and decisions. We ask whether individuals with greater scientific reasoning ability are also better calibrated with respect to their ability, comparing calibration for skill with the more widely studied calibration for knowledge. In three studies, participants (Study 1: N = 1022; Study 2: N = 101; and Study 3: N = 332) took the Scientific Reasoning Scale (SRS; Drummond & Fischhoff, 2017), comprised of 11 true–false problems, and provided confidence ratings for each problem. Overall, participants were overconfident, reporting mean confidence levels that were 22.4–25% higher than their percentages of correct answers; calibration improved with score. Study 2 found similar calibration patterns for the SRS and another skill, the Cognitive Reflection Test (CRT), measuring the ability to avoid intuitive but incorrect answers. SRS and CRT scores were both associated with success at avoiding negative decision outcomes, as measured by the Decision Outcomes Inventory; confidence on the SRS, above and beyond scores, predicted worse outcomes. Study 3 added an alternative measure of calibration, asking participants to estimate the number of items answered correctly. Participants were less overconfident by this measure. SRS scores predicted correct usage of scientific information in a drug facts box task and holding beliefs consistent with the scientific consensus on controversial issues; confidence, above and beyond SRS scores, predicted worse drug facts box performance but stronger science‐consistent beliefs. We discuss the implications of our findings for improving science‐relevant decision‐making.