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written by Jamie Jensen, Shannon Neeley-Tass, Jordan Hatch, and Ted Piorczynski
The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.
Subjects Levels Resource Types
Education - Applied Research
- Recruitment
Education - Basic Research
- Assessment
= Conceptual Assessment
= Instruments
- Student Characteristics
= Skills
General Physics
- Scientific Reasoning
Other Sciences
- Life Sciences
- Lower Undergraduate
- Upper Undergraduate
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- Curriculum
- Curriculum / Pedagogy Guide
- Administrators
- Professional/Practitioners
- Researchers
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Format:
application/pdf
Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 2015 Sage Publishing
DOI:
10.1177/1521025115611616
Keywords:
LCTSR, Lawson CTSR, scientific reasoning assessment, student retention
Record Creator:
Metadata instance created February 24, 2022 by Adrian Madsen
Record Updated:
April 30, 2022 by Caroline Hall
Last Update
when Cataloged:
August 1, 2017
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Jensen, S. Neeley-Tass, J. Hatch, and T. Piorczynski, , J. Coll. Stud. Ret. 19 (2), 126 (2015), WWW Document, (https://doi.org/10.1177/1521025115611616).
AJP/PRST-PER
J. Jensen, S. Neeley-Tass, J. Hatch, and T. Piorczynski, Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics, J. Coll. Stud. Ret. 19 (2), 126 (2015), <https://doi.org/10.1177/1521025115611616>.
APA Format
Jensen, J., Neeley-Tass, S., Hatch, J., & Piorczynski, T. (2017, August 1). Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics. J. Coll. Stud. Ret., 19(2), 126-144. Retrieved August 19, 2022, from https://doi.org/10.1177/1521025115611616
Chicago Format
Jensen, J, S. Neeley-Tass, J. Hatch, and T. Piorczynski. "Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics." J. Coll. Stud. Ret. 19, no. 2, (August 1, 2017): 126-144, https://doi.org/10.1177/1521025115611616 (accessed 19 August 2022).
MLA Format
Jensen, Jamie, Shannon Neeley-Tass, Jordan Hatch, and Ted Piorczynski. "Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics." J. Coll. Stud. Ret. 19.2 (2015): 126-144. 19 Aug. 2022 <https://doi.org/10.1177/1521025115611616>.
BibTeX Export Format
@article{ Author = "Jamie Jensen and Shannon Neeley-Tass and Jordan Hatch and Ted Piorczynski", Title = {Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics}, Journal = {J. Coll. Stud. Ret.}, Volume = {19}, Number = {2}, Pages = {126-144}, Month = {August}, Year = {2017} }
Refer Export Format

%A Jamie Jensen %A Shannon Neeley-Tass %A Jordan Hatch %A Ted Piorczynski %T Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics %J J. Coll. Stud. Ret. %V 19 %N 2 %D August 1, 2017 %P 126-144 %U https://doi.org/10.1177/1521025115611616 %O application/pdf

EndNote Export Format

%0 Journal Article %A Jensen, Jamie %A Neeley-Tass, Shannon %A Hatch, Jordan %A Piorczynski, Ted %D August 1, 2017 %T Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics %J J. Coll. Stud. Ret. %V 19 %N 2 %P 126-144 %8 August 1, 2017 %U https://doi.org/10.1177/1521025115611616


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