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written by Lin Ding, Xin Wei, and Katherine Mollohan
An ultimate goal of higher education is to prepare our future workers with needed knowledge and skills. This includes cultivating students to become proficient reasoners who can utilize proper scientific reasoning to devise causal inferences from observations. Conventionally, students with more years of higher education are expected to have a greater level of scientific reasoning. Also expected traditionally is that studying science and engineering or attending top-rated universities can better promote students' scientific reasoning than studying other majors or attending lower ranked institutions. In this study, we used Lawson's Classroom Test of Scientific Reasoning (LCTSR) with 1,637 Chinese students in different years of study, different fields, and different university tiers. It was found that regardless of which major or university students entered, their scientific reasoning measured by the LCTSR showed little variation across the entire 4 years of undergraduate education. Simply put, there was little association between tertiary-level learning and scientific reasoning. This study calls our attention to the status quo of higher education and motivates researchers across the globe to look into this issue in their own nations.
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© 2014 Ministry of Science and Technology, Taiwan
DOI:
10.1007/s10763-014-9597-y
Keywords:
Lawson assessment, Lawson scientific reasoning assessment
Record Creator:
Metadata instance created February 24, 2022 by Adrian Madsen
Record Updated:
April 21, 2022 by Caroline Hall
Last Update
when Cataloged:
December 10, 2014
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AIP Format
L. Ding, X. Wei, and K. Mollohan, , Int. J. Sci. Math. Educ. 14 (4), 619 (2014), WWW Document, (https://doi.org/10.1007/s10763-014-9597-y).
AJP/PRST-PER
L. Ding, X. Wei, and K. Mollohan, Does Higher Education Improve Student Scientific Reasoning Skills?, Int. J. Sci. Math. Educ. 14 (4), 619 (2014), <https://doi.org/10.1007/s10763-014-9597-y>.
APA Format
Ding, L., Wei, X., & Mollohan, K. (2014, December 10). Does Higher Education Improve Student Scientific Reasoning Skills?. Int. J. Sci. Math. Educ., 14(4), 619-634. Retrieved April 14, 2024, from https://doi.org/10.1007/s10763-014-9597-y
Chicago Format
Ding, L, X. Wei, and K. Mollohan. "Does Higher Education Improve Student Scientific Reasoning Skills?." Int. J. Sci. Math. Educ. 14, no. 4, (December 10, 2014): 619-634, https://doi.org/10.1007/s10763-014-9597-y (accessed 14 April 2024).
MLA Format
Ding, Lin, Xin Wei, and Katherine Mollohan. "Does Higher Education Improve Student Scientific Reasoning Skills?." Int. J. Sci. Math. Educ. 14.4 (2014): 619-634. 14 Apr. 2024 <https://doi.org/10.1007/s10763-014-9597-y>.
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@article{ Author = "Lin Ding and Xin Wei and Katherine Mollohan", Title = {Does Higher Education Improve Student Scientific Reasoning Skills?}, Journal = {Int. J. Sci. Math. Educ.}, Volume = {14}, Number = {4}, Pages = {619-634}, Month = {December}, Year = {2014} }
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%A Lin Ding %A Xin Wei %A Katherine Mollohan %T Does Higher Education Improve Student Scientific Reasoning Skills? %J Int. J. Sci. Math. Educ. %V 14 %N 4 %D December 10, 2014 %P 619-634 %U https://doi.org/10.1007/s10763-014-9597-y %O text/html

EndNote Export Format

%0 Journal Article %A Ding, Lin %A Wei, Xin %A Mollohan, Katherine %D December 10, 2014 %T Does Higher Education Improve Student Scientific Reasoning Skills? %J Int. J. Sci. Math. Educ. %V 14 %N 4 %P 619-634 %8 December 10, 2014 %U https://doi.org/10.1007/s10763-014-9597-y


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