Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability

2005 ◽  
Vol 73 (12) ◽  
pp. 1172-1182 ◽  
Author(s):  
Vincent P. Coletta ◽  
Jeffrey A. Phillips
Keyword(s):  
Scientific Reasoning ◽  
Reasoning Ability ◽  
Normalized Gain

FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects

2012 ◽  
Author(s):  
Vincent P. Coletta ◽  
Jeffrey A. Phillips ◽  
Jeff Steinert ◽  
N. Sanjay Rebello ◽  
Paula V. Engelhardt ◽  
...  
Keyword(s):  
Scientific Reasoning ◽  
Gender Effects ◽  
Reasoning Ability ◽  
And Gender ◽  
Normalized Gain

scholarly journals Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

2020 ◽  
pp. 73-84
Author(s):  
Ike Lusi Meilina ◽  
Supriyono Koes Handayanto ◽  
Muhardjito Muhardjito
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Model Development ◽  
Learning Model ◽  
Reasoning Ability ◽  
Knowledge Test ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Significant Difference

Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

scholarly journals The Analysis of Students Scientific Reasoning Ability in Solving the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR) Problems by Applying the Levels of Inquiry

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
N. Novia ◽  
R. Riandi
Keyword(s):  
Junior High School ◽  
Scientific Reasoning ◽  
Quantitative Research ◽  
Probabilistic Reasoning ◽  
Junior High ◽  
Reasoning Ability ◽  
Multiple Choice Questions ◽  
Quantitative Research Methods ◽  
Reasoning Abilities ◽  
Academic Year

<p>This study aims to determine the students’ achievement in answering modified lawson classroom test of scientific reasoning (MLCTSR) questions in overall science teaching and by every aspect of scientific reasoning abilities. There are six aspects related to the scientific reasoning abilities that were measured; they are conservatorial reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, correlational reasoning. The research is also conducted to see the development of scientific reasoning by using levels of inquiry models. The students reasoning ability was measured using the Modified Lawson Classroom Test of Scientific Reasoning (MLCTSR). MLCTSR is a test developed based on the test of scientific reasoning of Lawson’s Classroom Test of Scientific Reasoning (LCTSR) in 2000 which amounted to 12 multiple-choice questions. The research method chosen in this study is descriptive quantitative research methods. The research design used is One Group Pretest-Posttest Design. The population of this study is the entire junior high students class VII the academic year 2014/2015 in one junior high school in Bandung. The samples in this study are one of class VII, which is class VII C. The sampling method used in this research is purposive sampling. The results showed that there is an increase in quantitative scientific reasoning although its value is not big.</p>

scholarly journals PROFIL SCIENTIFIC REASONING ABILITY SISWA PADA MATERI GERAK BENDA

2020 ◽  
Vol 11 (2) ◽  
pp. 93
Author(s):  
Dian Sri Utami ◽  
Laila Khamsatul Muharrami ◽  
Wiwin Puspita Hadi ◽  
Mochammad Ahied
Keyword(s):  
Scientific Reasoning ◽  
Probabilistic Reasoning ◽  
Proportional Reasoning ◽  
Reasoning Ability ◽  
Purposive Sampling

Penelitian ini bertujuan untuk mengetahui profil Scientific Reasoning Ability (SRA) siswa pada materi gerak benda serta faktor-faktor yang mempengaruhi SRA siswa. Desain penelitian menggunakan mix method. Teknik pengambilan sampel menggunakan nonprobability sampling jenis purposive sampling dengan sampel kelas VIII A 31 siswa Tahun Ajaran 2019/2020 SMPN 9 Gresik. Pengumpulan data menggunakan tes 3 soal uraian yang disesuaikan dengan indikator SRA dan wawancara. Hasil penelitian menunjukkan bahwa tipe jawaban SRA siswa pada indikator Correlational Reasoning adalah Intutive 32,25%, No Relationship 12,9%, dan One Cell 54,8%. Pada indikator Probabilistic Reasoning tidak menjawab 9,7% dan Intutive 90,3%. Pada indikator Proportional Reasoning tidak menjawab 48,4% dan Intutive 51,6%. Persentase kemampuan tiap indikator SRA yaitu Correlational Reasoning 61% (baik), Probabilistic Reasoning 24,8% (kurang), dan Proportional Reasoning 14,2% (sangat kurang). Dari hasil tersebut dapat disimpulkan bahwa SRA siswa tergolong masih dalam level rendah. Faktor yang mempengaruhi SRA siswa rendah adalah metode pembelajaran yang digunakan guru dan siswa belum memahami konsep. Dari penelitian SRA siswa ini dapat diketahui tingkat SRA siswa sehingga dapat digunakan oleh guru untuk evaluasi dalam proses pembelajaran.

Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

2015 ◽  
Vol 19 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Jamie L. Jensen ◽  
Shannon Neeley ◽  
Jordan B. Hatch ◽  
Ted Piorczynski
Keyword(s):  
Scientific Reasoning ◽  
Educational Interventions ◽  
The United States ◽  
Reasoning Ability ◽  
Stem Majors ◽  
Freshman Year ◽  
Science Technology ◽  
Reasoning Skills ◽  
And Mathematics ◽  
High Level

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.

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