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written by Lin Ding
Scientific reasoning is not a de-contextualized construct; instead, its development and deployment intimately relates to content learning. Drawing on this framework and driven by the instructional goals of many college-level courses that are aimed at both knowledge acquisition and skill development, this study investigates the extent to which undergraduate students' scientific reasoning skills vary in relation to two aspects of content learning: quantity and domain. Students from different year levels (years 1-4) and two majors (science and engineering) were recruited to complete the Lawson Classroom Test of Scientific Reasoning (LCTSR). These students represented respectively individuals exposed to different quantities and domains of content learning. Results show that, regardless of their major, student reasoning skills measured by the LCTSR remained largely constant across the four years of higher education, with no significant difference between science and engineering. These results call attention to the status quo of undergraduate education and have implications for future improvement.
Physics Education Research Conference 2013
Part of the PER Conference series
Portland, OR: July 17-18, 2013
Pages 125-128
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Instruments
= Longitudinal
- Research Design & Methodology
= Data
= Evaluation
- Sample Population
= Race: Asian
- Student Characteristics
= Skills
General Physics
- Scientific Reasoning
- Upper Undergraduate
- Lower Undergraduate
- Reference Material
= Research study
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Format:
application/pdf
Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2013.pr.019
PACSs:
01.40.Fk
01.40.G-
01.40.Ha
Keywords:
PERC 2013, Scientific reasoning, content learning, domain of content learning, quantity of content learning
Record Cloner:
Metadata instance created January 30, 2014 by Lyle Barbato
Record Updated:
January 30, 2014 by Lyle Barbato
Last Update
when Cataloged:
December 16, 2013
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
L. Ding, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674).
AJP/PRST-PER
L. Ding, Detecting Progression of Scientific Reasoning among University Science and Engineering Students, presented at the Physics Education Research Conference 2013, Portland, OR, 2013, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674>.
APA Format
Ding, L. (2013, July 17-18). Detecting Progression of Scientific Reasoning among University Science and Engineering Students. Paper presented at Physics Education Research Conference 2013, Portland, OR. Retrieved October 31, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674
Chicago Format
Ding, Lin. "Detecting Progression of Scientific Reasoning among University Science and Engineering Students." Paper presented at the Physics Education Research Conference 2013, Portland, OR, July 17-18, 2013. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674 (accessed 31 October 2014).
MLA Format
Ding, Lin. "Detecting Progression of Scientific Reasoning among University Science and Engineering Students." Physics Education Research Conference 2013. Portland, OR: 2013. 125-128 of PER Conference. 31 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674>.
BibTeX Export Format
@inproceedings{ Author = "Lin Ding", Title = {Detecting Progression of Scientific Reasoning among University Science and Engineering Students}, BookTitle = {Physics Education Research Conference 2013}, Pages = {125-128}, Address = {Portland, OR}, Series = {PER Conference}, Month = {July 17-18}, Year = {2013} }
Refer Export Format

%A Lin Ding
%T Detecting Progression of Scientific Reasoning among University Science and Engineering Students
%S PER Conference
%D July 17-18 2013
%P 125-128
%C Portland, OR
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674
%O Physics Education Research Conference 2013
%O July 17-18
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Ding, Lin
%D July 17-18 2013
%T Detecting Progression of Scientific Reasoning among University Science and Engineering Students
%B Physics Education Research Conference 2013
%C Portland, OR
%P 125-128
%S PER Conference
%8 July 17-18
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13125&DocID=3674


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Detecting Progression of Scientific Reasoning among University Science and Engineering Students:


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