The scientific thinking and reasoning framework and its applicability to manufacturing and services firms in natural sciences

Janoušková, Svatava; Rathouská, Lubomíra Pyskatá; Žák, Vojtěch; Urválková, Eva Stratilová

doi:10.1080/02635143.2021.1928048

Cited by 6 publications

(2 citation statements)

References 37 publications

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“…In many studies, the terms scientific reasoning and scientific thinking are used interchangeably because the boundary between reasoning and thinking is blurred (e.g., [18][19][20]). Scientific reasoning thus forms the basis for critical thinking and is only one, albeit very significant, aspect in the process of thinking about (scientific) facts (e.g., [21][22][23][24]). Scientific reasoning can therefore be interpreted as a subset of critical thinking skills (cognitive and metacognitive processes and dispositions) that are essential for scientific procedures in the problem-solving process, the evidence of information in scientific disciplines, and the epistemological incorporation of scientific methods and paradigms [25].…”

Section: Scientific Reasoningmentioning

confidence: 99%

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

2021

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Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experimenting with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).

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Section: Scientific Reasoningmentioning

confidence: 99%

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

2021

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“…Therefore, it is crucial for everyone to cultivate scientific literacy, enabling them to gain knowledge and understanding of the natural world and the technology created by humanity (McGowan & Bell 2020;Sharon & Baram-Tsabari, 2020). Scientific literacy empowers individuals to apply knowledge rationally, logically, creatively, and ethically (Costa et al, 2021;Janoušková et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Kanphukiew,

Nuangchalerm

2024

JPII

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Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.

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Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us

Zheng

Zhang

et al. 2022

Research in Science & Technological Education

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The scientific thinking and reasoning framework and its applicability to manufacturing and services firms in natural sciences

Cited by 6 publications

References 37 publications

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics

Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management

Research on performance assessment of students’ inquiry skills in China’s elementary schools: a video analysis of Beijing discovering science around us

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