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Physical Review Physics Education Research
written by Lei Bao, Kathleen M. Koenig, Yang Xiao, Joseph Fritchman, Shaona Zhou, and Cheng Chen
Abilities in scientific thinking and reasoning have been emphasized as core areas of initiatives, such as the Next Generation Science Standards or the College Board Standards for College Success in Science, which focus on the skills the future will demand of today's students. Although there is rich literature on studies of how these abilities develop in students across grade levels, the research community has not reached consensus on their definition, modeling, or assessment. To advance research in this important area, a coherent theoretical model of scientific reasoning is needed for practically guiding instruction and assessment. For decades, the only instrument available for large-scale application was the Lawson's Classroom Test of Scientific Reasoning, but the instrument has demonstrated validity weaknesses and ceiling limitations, and its design is missing an explicit modeling framework for justifying the included skills. As a result, there is an urgent need for the development of a comprehensive modeling framework of scientific reasoning and a valid scientific reasoning assessment that targets the wide-ranging skills required for 21st century learners. This paper reports on the development of a modeling framework of scientific reasoning along with a new assessment instrument, adding to the research literature in a much needed area. The modeling framework integrates research in scientific and causal reasoning and operationally defines the skills and subskills that underlie the reasoning for knowledge development through scientific inquiry. Subsequently, this framework is used to guide the development of an assessment instrument on scientific reasoning. The validity and reliability of the instrument, which have been established based on large-scale testing, will also be discussed.
Physical Review Physics Education Research: Volume 18, Issue 1, Pages 010115
Subjects Levels Resource Types
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- Assessment
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Education Practices
- Active Learning
= Inquiry Learning
General Physics
- Scientific Reasoning
- High School
- Lower Undergraduate
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Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.010115
NSF Number:
DUE-1431908
Keywords:
iSTAR assessment, reasoning skill assessment, reasoning skills
Record Creator:
Metadata instance created February 28, 2022 by Lyle Barbato
Record Updated:
September 30, 2023 by Caroline Hall
Last Update
when Cataloged:
February 23, 2022
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AIP Format
L. Bao, K. Koenig, Y. Xiao, J. Fritchman, S. Zhou, and C. Chen, , Phys. Rev. Phys. Educ. Res. 18 (1), 010115 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.010115).
AJP/PRST-PER
L. Bao, K. Koenig, Y. Xiao, J. Fritchman, S. Zhou, and C. Chen, Theoretical model and quantitative assessment of scientific thinking and reasoning, Phys. Rev. Phys. Educ. Res. 18 (1), 010115 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.010115>.
APA Format
Bao, L., Koenig, K., Xiao, Y., Fritchman, J., Zhou, S., & Chen, C. (2022, February 23). Theoretical model and quantitative assessment of scientific thinking and reasoning. Phys. Rev. Phys. Educ. Res., 18(1), 010115. Retrieved July 22, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.010115
Chicago Format
Bao, L, K. Koenig, Y. Xiao, J. Fritchman, S. Zhou, and C. Chen. "Theoretical model and quantitative assessment of scientific thinking and reasoning." Phys. Rev. Phys. Educ. Res. 18, no. 1, (February 23, 2022): 010115, https://doi.org/10.1103/PhysRevPhysEducRes.18.010115 (accessed 22 July 2024).
MLA Format
Bao, Lei, Kathleen Koenig, Yang Xiao, Joseph Fritchman, Shaona Zhou, and Cheng Chen. "Theoretical model and quantitative assessment of scientific thinking and reasoning." Phys. Rev. Phys. Educ. Res. 18.1 (2022): 010115. 22 July 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.010115>.
BibTeX Export Format
@article{ Author = "Lei Bao and Kathleen Koenig and Yang Xiao and Joseph Fritchman and Shaona Zhou and Cheng Chen", Title = {Theoretical model and quantitative assessment of scientific thinking and reasoning}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {1}, Pages = {010115}, Month = {February}, Year = {2022} }
Refer Export Format

%A Lei Bao %A Kathleen Koenig %A Yang Xiao %A Joseph Fritchman %A Shaona Zhou %A Cheng Chen %T Theoretical model and quantitative assessment of scientific thinking and reasoning %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %D February 23, 2022 %P 010115 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010115 %O application/pdf

EndNote Export Format

%0 Journal Article %A Bao, Lei %A Koenig, Kathleen %A Xiao, Yang %A Fritchman, Joseph %A Zhou, Shaona %A Chen, Cheng %D February 23, 2022 %T Theoretical model and quantitative assessment of scientific thinking and reasoning %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %P 010115 %8 February 23, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010115


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