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Abstract Title: The role of scientific reasoning ability in student learning
Abstract: The qualities of an effective teacher have been an enduring question in science education research. In particular, the roles of superior content knowledge, of pedagogical content knowledge, and of experience in teaching have been identified as important factors.  The present study examines the role of teacher reasoning ability. Reasoning ability was assessed in four different introductory physics courses with varying degrees of inquiry-based instruction.  An analysis of variance (ANOVA) revealed significant differences in gains between inquiry-based formats and traditional, lecture-based courses in favor of the active learning teaching style. The significance of this on the training of pre-service teachers as well as the professional development of in-service teachers is discussed in view of a second study which indicates that teachers' scientific reasoning ability correlates extremely well with the measured scientific reasoning ability of the students they have taught.
Abstract Type: Round Table Presentation
Round Table Session: Supporting Scientific Reasoning: From Teachers to Materials to Students

Author/Organizer Information

Primary Contact: Bruce R Patton
The Ohio State University
Department of Physics
191 W. Woodruff Ave.
Columbus, OH 43210
Phone: 614-292-8210
Fax: 614-292-7557
Co-Author(s)
and Co-Presenter(s)
Jennifer L Esswein, Department of Physics, The Ohio State University
Jerome Mescher, Hilliard City Schools