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PERC 2011 Abstract Detail Page

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Abstract Title: Scientific Reasoning: Teacher and Student Connection
Abstract: In addition to promotion of inquiry-based classroom practices and increasing the level of content knowledge in the cases of both teachers and students, a major focus of the School Year Based Inquiry Learning (SYBIL) professional development program is that of scientific reasoning. While the learning of content knowledge is an important goal of K-12 science education, concepts such as process skills and reasoning ability are also becoming increasingly more prevalent aims.  Using a measure of scientific reasoning ability at both a teacher and student level, hierarchical linear modeling (HLM) analysis indicates a positive relationship between a teacher's reasoning ability and the reasoning ability of his or her students. This analysis provides evidence that a teacher's ability to reason scientifically affects his/her students' ability to reason, and therefore a vital component of the professional development.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Jennifer Esswein
The Ohio State University
Co-Author(s)
and Co-Presenter(s)
Bruce Patton
Jerome Mescher