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 |
