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Hsiao-ching She - One of the best experts on this subject based on the ideXlab platform.
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Effects of Scaffolds and Scientific Reasoning Ability on Web-Based Scientific Inquiry.
International Journal of Contemporary Educational Research, 2016Co-Authors: Hsiao-lan Weng, Hsiao-ching SheAbstract:This study examined how background knowledge, Scientific Reasoning ability, and various scaffolding forms influenced students’ science knowledge and Scientific inquiry achievements. The students participated in an online Scientific inquiry program involving such activities as generating Scientific questions and drawing evidence-based conclusions, while being scaffolded either directly or indirectly. Results indicated that student knowledge and Scientific Reasoning can predict Scientific inquiry ability development. Only Scientific Reasoning has a significant effect on student comprehension. Level of Scientific Reasoning and types of scaffolding significantly influenced students’ Scientific inquiry abilities. In particular, prior Reasoning skills significantly affected how they identified variables and made conclusions in both post- and retention tests. Students who used the online program benefitted from direct scaffolding, which helped them make hypotheses and draw conclusions better than indirect scaffolding. Direct scaffolding was especially useful for students with high prior Reasoning skills. Students with high prior reason skills who used direct scaffolding were better able to make hypotheses and draw conclusions.
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the effectiveness of Scientific inquiry with without integration of Scientific Reasoning
International Journal of Science and Mathematics Education, 2015Co-Authors: Chun-ting Chen, Hsiao-ching SheAbstract:This study examines the difference in effectiveness between two Scientific inquiry programs—one with an emphasis on Scientific Reasoning and one without a Scientific Reasoning component—on students’ Scientific concepts, Scientific concept-dependent Reasoning, and Scientific inquiry. A mixed-method approach was used in which 115 grade 5 students were administered the Scientific concept test, Scientific concept-dependent Reasoning test, and Scientific inquiry test before, 1 week after, and 8 weeks after instruction. In addition, students’ Scientific inquiry worksheets in the classroom were collected and evaluated. Results indicated that the experimental group outperformed the control group, regardless of Scientific concept test, Scientific concept-dependent Reasoning test, and Scientific inquiry test. Moreover, the classroom inquiry worksheets results demonstrated that the experimental group generated a significantly greater number of testable hypotheses, correct hypotheses, and correct evidence-based Scientific explanations and a higher level of Scientific Reasoning than did the control group.
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The Effectiveness of Scientific Inquiry With/Without Integration of Scientific Reasoning.
International Journal of Science and Mathematics Education, 2014Co-Authors: Chun-ting Chen, Hsiao-ching SheAbstract:This study examines the difference in effectiveness between two Scientific inquiry programs—one with an emphasis on Scientific Reasoning and one without a Scientific Reasoning component—on students’ Scientific concepts, Scientific concept-dependent Reasoning, and Scientific inquiry. A mixed-method approach was used in which 115 grade 5 students were administered the Scientific concept test, Scientific concept-dependent Reasoning test, and Scientific inquiry test before, 1 week after, and 8 weeks after instruction. In addition, students’ Scientific inquiry worksheets in the classroom were collected and evaluated. Results indicated that the experimental group outperformed the control group, regardless of Scientific concept test, Scientific concept-dependent Reasoning test, and Scientific inquiry test. Moreover, the classroom inquiry worksheets results demonstrated that the experimental group generated a significantly greater number of testable hypotheses, correct hypotheses, and correct evidence-based Scientific explanations and a higher level of Scientific Reasoning than did the control group.
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Bridging Scientific Reasoning and conceptual change through adaptive web-based learning
Journal of Research in Science Teaching, 2010Co-Authors: Hsiao-ching She, Ya Wen LiaoAbstract:This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' Scientific Reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests for Atomic Achievement, Scientific Reasoning, and Atomic Dependent Reasoning before, 1 week after, and 8 weeks after learning. A total of 18 students, six from each class, were each interviewed for 1 hour before, immediately after, and 2 months after learning. A flow map was used to provide a sequential representation of the flow of students' Scientific narrative elicited from the interviews, and to further analyze the level of Scientific Reasoning and conceptual change. Results show students' concepts of atoms, Scientific Reasoning, and conceptual change made progress, which is consistent with the interviewing results regarding the level of Scientific Reasoning and quantity of conceptual change. This study demonstrated that students' conceptual change and Scientific Reasoning could be improved through the SCCR learning project. Moreover, regression results indicated students' Scientific Reasoning contributed more to their conceptual change than to the concepts students held immediately after learning. It implies that Scientific Reasoning was pivotal for conceptual change and prompted students to make associations among new mental sets and existing hierarchical structure-based memory. 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 91-119, 2010
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Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program
Educational Technology & Society, 2009Co-Authors: Ya Wen Liao, Hsiao-ching SheAbstract:This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students’ concept construction, conceptual change, and Scientific Reasoning involving the topic of “atoms”. A two-factorial experimental design was carried out to investigate the effects of the approach of instruction and students’ level of Scientific Reasoning on their pre-, post-, and retention-Atomic Achievement Test, Atomic Dependent Reasoning Test, and Scientific Reasoning Test. The control group (N=100) received conventional instruction whereas the experimental group (N=111) received an SCCR Webbased course. Results indicate that the experimental group significantly outperformed the conventional group on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test scores, and retentionScientific Reasoning Test scores. Moreover, students with a higher level of Scientific Reasoning significantly performed better than students with a lower level of Scientific Reasoning, regardless of their scores on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test. This study successfully demonstrates that the experimental group students outperformed the conventional group students in the domains of concept construction, conceptual change and Scientific Reasoning. Moreover, students with a higher level of Scientific Reasoning were more able to successfully change their alternative conceptions.
Jonathan Osborne - One of the best experts on this subject based on the ideXlab platform.
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How Might the Next Generation Science Standards Support Styles of Scientific Reasoning in Biology
The American Biology Teacher, 2020Co-Authors: Stephanie Rafanelli, Jonathan OsborneAbstract:In this article, we put forward a new approach to the teaching of Scientific Reasoning in biology with the Next Generation Science Standards (NGSS). We argue that a framework based on the idea of six styles of Scientific Reasoning provides the best guide for biology teachers to the nature of Scientific Reasoning in biology and how it might be taught. The current framework of the crosscutting concepts fails to provide a narrative for what makes biology distinctive and how biological scientists reason. By contrast, a framework of styles of Scientific Reasoning does offer a coherent argument for the biology curriculum in grades K–12, a justification for each performance expectation, and a vision of how each standard might support the development of Scientific Reasoning in biology. Examples and implications for curriculum designers and educators are discussed.
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Styles of Scientific Reasoning: A Cultural Rationale for Science Education?
Science Education, 2016Co-Authors: Per Morten Kind, Jonathan OsborneAbstract:In this paper, we contend that what to teach about Scientific Reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of Scientific Reasoning based on six “styles of Scientific Reasoning.” Each “style” requires its own specific ontological and procedural entities, and invokes its own epistemic values and constructs. Consequently, learning science requires the development of not just content knowledge but, in addition, procedural knowledge, and epistemic knowledge. Previous attempts to develop a coherent account of Scientific Reasoning have neglected the significance of either procedural knowledge, epistemic knowledge, or both. In contrast, “styles of Reasoning” do recognize the need for all three elements of domain-specific knowledge, and the complexity and situated nature of Scientific practice. Most importantly, “styles of Reasoning” offer science education a means of valorizing the intellectual and cultural contribution that the sciences have made to contemporary thought, an argument that is sorely missing from common rationales for science education. Second, the construct of “styles of Reasoning” offers a more coherent conceptual schema for the construct of Scientific Reasoning—one of the major goals of any education in the sciences.
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Scientific Reasoning and argumentation from a bayesian perspective
2012Co-Authors: Evan Szu, Jonathan OsborneAbstract:Much of the value of science lies in the critical, skeptical spirit that emerges from the practice of Scientific Reasoning. Yet, such practices—including argumentation—are notably absent from most classrooms that are dominated by explanation rather than argument and recall rather than Reasoning. Ensuring that such experiences are a common feature of science education means that the field requires a stronger and clearer conceptualization of the common forms of Scientific Reasoning and the nature of the knowledge on which it depends. Only then, will it be possible to specify the kinds of performances we might reasonably expect students to attain, and only then will it be possible to construct assessments which are seen to be valid measures of student capability. To date, research in psychology and sociology offer empirically based descriptions of individual’s capabilities whilst work in philosophy offers a somewhat different, normative, and idealized account of how scientists reason. In this chapter, we develop an argument for how these two accounts might be synthesized and bring greater clarity and validity to the constructs we might seek to assess.
Knut Schwippert - One of the best experts on this subject based on the ideXlab platform.
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Science-P II: Modeling Scientific Reasoning in Primary School
Methodology of Educational Measurement and Assessment, 2017Co-Authors: Susanne Koerber, Daniela Mayer, Beate Sodian, Christopher Osterhaus, Nicola Kropf, Knut SchwippertAbstract:Basic Scientific Reasoning abilities in primary-school children have been documented in numerous studies. However, an empirically tested competence-structure model has not been developed, most likely due to the difficulty of capturing conceptual understanding in paper-and-pencil tasks. The Science-P project contributes to this research area by constructing and testing a theoretical model of the development of Scientific Reasoning in primary school. Based on our own competence-structure model, derived from developmental research, we constructed a comprehensive inventory of paper-and-pencil tasks that can be used in whole-class testing. This chapter provides an overview of the development of our inventory, and reports three central findings: (1) the convergent validity of our inventory, (2) the significant development of Scientific Reasoning in primary school from Grades 2 to 4, and (3) empirical proof of our competence-structure model.
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Scientific Reasoning in elementary school children: Assessment and relations with cognitive abilities
Learning and Instruction, 2014Co-Authors: Daniela Mayer, Beate Sodian, Susanne Koerber, Knut SchwippertAbstract:Abstract The primary goal of this study was the broad assessment and modeling of Scientific Reasoning in elementary school age. One hundred fifty-five fourth graders were tested on 20 recently developed paper-and-pencil items tapping four different components of Scientific Reasoning (understanding the nature of science, understanding theories, designing experiments, and interpreting data). As confirmed by Rasch analyses, the Scientific Reasoning items formed a reliable scale. Model comparisons differentiated Scientific Reasoning as a separate construct from measures of intelligence and reading skills and revealed discriminant validity. Furthermore, we explored the relationship between Scientific Reasoning and the postulated prerequisites inhibitory control, spatial abilities and problem-solving skills. As shown by correlation and regression analyses, beside general cognitive abilities (intelligence, reading skills) problem-solving skills and spatial abilities predicted performance in Scientific Reasoning items and thus contributed to explaining individual differences in elementary school children's Scientific Reasoning competencies.
Ya Wen Liao - One of the best experts on this subject based on the ideXlab platform.
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Bridging Scientific Reasoning and conceptual change through adaptive web-based learning
Journal of Research in Science Teaching, 2010Co-Authors: Hsiao-ching She, Ya Wen LiaoAbstract:This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' Scientific Reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests for Atomic Achievement, Scientific Reasoning, and Atomic Dependent Reasoning before, 1 week after, and 8 weeks after learning. A total of 18 students, six from each class, were each interviewed for 1 hour before, immediately after, and 2 months after learning. A flow map was used to provide a sequential representation of the flow of students' Scientific narrative elicited from the interviews, and to further analyze the level of Scientific Reasoning and conceptual change. Results show students' concepts of atoms, Scientific Reasoning, and conceptual change made progress, which is consistent with the interviewing results regarding the level of Scientific Reasoning and quantity of conceptual change. This study demonstrated that students' conceptual change and Scientific Reasoning could be improved through the SCCR learning project. Moreover, regression results indicated students' Scientific Reasoning contributed more to their conceptual change than to the concepts students held immediately after learning. It implies that Scientific Reasoning was pivotal for conceptual change and prompted students to make associations among new mental sets and existing hierarchical structure-based memory. 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 91-119, 2010
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Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program
Educational Technology & Society, 2009Co-Authors: Ya Wen Liao, Hsiao-ching SheAbstract:This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students’ concept construction, conceptual change, and Scientific Reasoning involving the topic of “atoms”. A two-factorial experimental design was carried out to investigate the effects of the approach of instruction and students’ level of Scientific Reasoning on their pre-, post-, and retention-Atomic Achievement Test, Atomic Dependent Reasoning Test, and Scientific Reasoning Test. The control group (N=100) received conventional instruction whereas the experimental group (N=111) received an SCCR Webbased course. Results indicate that the experimental group significantly outperformed the conventional group on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test scores, and retentionScientific Reasoning Test scores. Moreover, students with a higher level of Scientific Reasoning significantly performed better than students with a lower level of Scientific Reasoning, regardless of their scores on post- and retention-Atomic Achievement Test and Atomic Dependent Reasoning Test. This study successfully demonstrates that the experimental group students outperformed the conventional group students in the domains of concept construction, conceptual change and Scientific Reasoning. Moreover, students with a higher level of Scientific Reasoning were more able to successfully change their alternative conceptions.
Noortje Janssen - One of the best experts on this subject based on the ideXlab platform.
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Performance-based assessment of Scientific Reasoning in children
2017Co-Authors: Adrianus W. Lazonder, Noortje JanssenAbstract:Recent longitudinal and cross-sectional studies have examined how Scientific Reasoning skills such as experimenting, making inferences and evaluating evidence develop in young science learners. Results, although informative, likely underestimate children’s true capabilities because data in these studies was collected by written tests. To circumvent this possible threat to predictive validity, a three-year project was launched to monitor children's performance on practical inquiry tasks through time. Using a longitudinal design, 170 elementary schoolchildren aged 7-10 participate in three annual waves of data collection. Specifically, they undertake an investigation with physical materials under guidance of a test administrator, who captures their Scientific Reasoning processes by observing and eliciting explanations. Results of the first year demonstrate good psychometric qualities of this new performance-based assessment instrument, and a consistent linear increase in Scientific Reasoning proficiency across age categories that was largely independent of children's language and math abilities. Analyses at the level of individual skills revealed that Scientific Reasoning develops asynchronously in children. The skills of experimenting and inferencing were already performed quite well, 'predicting' was more difficult, and 297 'evaluating data' and 'drawing conclusions' were the least well-developed skills. The second wave of data collection takes place in February and March 2017; results will be analyzed within-subject to find out to what extent children have improved in Scientific Reasoning and whether the five Scientific Reasoning skills develop at the same pace in same-aged children.
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Development and initial validation of a performance-based Scientific Reasoning test for children
Studies in Educational Evaluation, 1Co-Authors: Adrianus W. Lazonder, Noortje JanssenAbstract:Abstract Scientific Reasoning encompasses the cognitive skills used when conducting a deliberate Scientific investigation. As there are not that many instruments available for assessing Scientific Reasoning in children, a new performance-based test was developed that taps children’s command of five key Scientific Reasoning processes (predicting, experimenting, interpreting, evaluating data, and drawing conclusions). Results of this first validation study with 170 children age 7–10 showed that the test has good item characteristics and acceptable reliability. Initial validity evidence indicated that children’s test scores were unaffected by gender and prior domain knowledge and largely independent of language and math abilities.