Insights from coherence in students’ scientific reasoning skills

Bhaw, Nishaal; Kriek, Jeanne; Lemmer, Miriam

doi:10.1016/j.heliyon.2023.e17349

Cited by 6 publications

(6 citation statements)

References 63 publications

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“…So far, learning in schools prioritizes memorization but is not taught how to explain concepts. There are many misconceptions among students, especially those with poor analytical skills (Bhaw et al, 2023).…”

Section: Resultsmentioning

confidence: 99%

“…Each student has a different power in connecting physics concepts with natural events. Students can also experience errors in connecting the physics concepts they learn; it can cause differences between the concepts they form themselves and the concepts formed by experts (Bhaw et al, 2023;Shidik & Tae, 2022). Students have different ways of building abstractions of physics concepts.…”

Section: Introductionmentioning

confidence: 99%

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Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Meiliyadi,

Asyari,

Arizona

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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The level of understanding and misconceptions of Tadris Biology students at Mataram State Islamic University has been analyzed. The tested sub-materials, including quantities, units, and measurements, are adjusted to the Student Semester Learning Plan in the Basic Physics Course. The method used was observation using the 3-tier Diagnostic Test. The 3-tier Diagnostic Test is a question consisting of multiple choice questions accompanied by statements of reasoning and confidence levels.. This method has three stages of student answers: concept answers, reasons, and confidence levels. Based on the results of diagnostic tests on students, it was obtained that the level of complete understanding of students was 23.53%, and the level of misconceptions was 23.53%. The level of misconception is 23.53%. Students experienced the greatest misconceptions in the physical quantities sub-material, which amounted to 52.94%, and the lowest in the measurement material at 5.89%. Most students believe that the angle is not a principal quantity, as indicated by the wrong student answers accompanied by the reasons and with a high confidence level-certainly a misconception because according to experts, the angle is also a principal quantity. Although the percentage of misconceptions is tiny, students still experience misconceptions in each submitter.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Meiliyadi,

Asyari,

Arizona

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

show abstract

“…To understand students' perceptions of collaboration, discovery and relevance, and iteration, Corwin and colleagues developed a Laboratory Course Assessment Survey (LCAS) (Corwin et al, 2015). These studies, along with others (Bhaw et al, 2023;Fawkes et al, 2005;Goodwin et al, 2022;Irby et al, 2018aIrby et al, , 2018bPisano et al, 2021), have significantly advanced the development of CURE assessment tools. However, an assessment instrument to evaluate all the critical scientific practices is lacking.…”

Section: Gain In Research Ability Testmentioning

confidence: 99%

Developing a Gain-in-research-ability Test to Navigate and Assess Course-based Undergraduate Research Experiences

Cheng,

Marris

2024

nactaj

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Course-based undergraduate research experiences (CUREs) benefit student learning by providing accessible authentic research opportunities. However, the uniqueness of each disciple and variation in instructors’ perception of CUREs make it challenging to reach a consensus on how to effectively assess students’ research abilities in a CURE laboratory. To address this question, we developed a Gain in Research Ability Test (GRAT) based on seven areas of competencies in research (Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate). The GRAT framework orchestrates the learning objectives and research activities, providing a quantitative assessment of student learning outcomes. The GRAT scores before and after the interventions revealed a significant growth in students’ research abilities, consistent with students’ perception of the GRAT-navigated research experience. As the seven areas of competencies in research are commonly observed across disciplines, the GRAT framework circumvents disciplinary boundaries and sets universal milestones for the assessment of CURE. Future larger-scale and cross-discipline studies are warranted to explore the potential of GRAT to provide a common metric for substance and consistency in the assessment of students’ gain in research ability across disciplines.

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“…4. pp. 33 -48. octubrediciembre 2023 www.alfapublicaciones.com profesores pueden atender las diversas necesidades de aprendizaje de sus alumnos (Bhaw et al, 2023).…”

Section: Uso De La Tecnología En La Enseñanza Del Razonamiento Lógico...unclassified

Métodos de enseñanza del razonamiento lógico matemático para estudiantes universitarios

Hernández Dávila,

Velastegui Hernández,

Mayorga Ases

et al. 2023

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Introducción. El razonamiento lógico matemático es el proceso de utilizar principios lógicos para llegar a conclusiones válidas y resolver problemas matemáticos. Es crucial para desarrollar el pensamiento crítico y la capacidad de resolver problemas. Tiene diversas aplicaciones en campos como la informática, la educación y la criptografía. Enseñar razonamiento lógico matemático a estudiantes universitarios puede ser todo un reto ya que los educadores pueden ayudar a los estudiantes a desarrollar una comprensión más profunda del razonamiento lógico matemático y aplicarlo a diversos contextos. Objetivo. Facilitar la comprensión del aprendizaje del razonamiento lógico matemático a estudiantes universitarios. Metodología. Incluye un examen exhaustivo de la bibliografía existente sobre el tema, así como un análisis de los métodos de enseñanza actuales y de su eficacia. Se centra en la evaluación de las necesidades de cada estudiante y en la adaptación de la enseñanza a sus estilos y capacidades de aprendizaje específicos. Al dominar conceptos básicos, los alumnos estarán mejor preparados para abordar temas más complejos de lógica y razonamiento matemáticos. Finalmente, al proporcionar a los estudiantes una base sólida en lógica proposicional, los educadores pueden ayudarles a desarrollar las habilidades de pensamiento crítico necesarias para tener éxito en la educación superior y más allá. Resultados. Se ha presentado los siguientes resultados: 1. Enseñanza del razonamiento lógico matemático mediante la resolución de problemas. 2. Uso de la tecnología en la enseñanza del razonamiento lógico matemático. 3.Estrategias de aprendizaje activo para la enseñanza del razonamiento lógico matemático. 4. Integración de aplicaciones del mundo real en la enseñanza del razonamiento lógico matemático. 5. Desarrollo de las capacidades de pensamiento crítico mediante el razonamiento lógico matemático. 6. Ayudar a los alumnos con dificultades en el razonamiento lógico matemático. 7. Evaluación de las capacidades de razonamiento lógico matemático. Conclusión. La enseñanza del razonamiento lógico matemático a los estudiantes universitarios es un aspecto crucial de su desarrollo académico y profesional, también, la enseñanza del razonamiento lógico matemático mediante la resolución de problemas, el uso de la tecnología, las estrategias de aprendizaje activo, la integración de aplicaciones del mundo real y el desarrollo de habilidades de pensamiento crítico puede mejorar la comprensión del razonamiento lógico matemático por parte de los estudiantes. Área de estudio general: Matemática. Área de estudio específica: Razonamiento lógico matemático.

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Insights from coherence in students’ scientific reasoning skills

Cited by 6 publications

References 63 publications

Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Identification of Tadris Biology Students Level Understanding and Misconceptions on the Material of Quantities and Units Using 3-Tier Diagnostic Method

Developing a Gain-in-research-ability Test to Navigate and Assess Course-based Undergraduate Research Experiences

Métodos de enseñanza del razonamiento lógico matemático para estudiantes universitarios

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