A theoretical model for the utilization of intellectual resources between science and mathematics: An empirical study
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
There have been mixed reports about the idea of utilization of resources developed from one discipline across disciplinary areas. Grounded with the argument that critical thinking is not domain-specific (Mulnix, 2012; Vaughn, 2005), we developed a theoretical model of intellectual resources (IR) that students develop and use when learning and doing mathematics and science. The theoretical model shows that there are two parallel epistemic practices students engage in science and mathematics - searching for reasons and giving reasons (Bailin, 2002; 2007; Mulnix, 2012). Applying Confirmatory Factor Analysis and Structural Equation Model to the data of 9,300 fourth grade students' responses to standardized science and mathematics assessments, we verified the theoretical model empirically. Empirically, the theoretical model is verified in that fourth graders do use the two epistemic practices, and the development of parallel practices in science impacts the development of the two practices in mathematics: A fourth grader's ability to search for reasons in science affects his or her ability to search for reasons in mathematics, and the ability to give reasons in science affects the same ability use in mathematics. The findings indicate that educators need to open ideas of sharing development of epistemic practices across disciplines because students who developed intellectual resources can utilize these in other settings.
Abstract
There have been mixed reports about the idea of utilization of resources developed from one discipline across disciplinary areas. Grounded with the argument that critical thinking is not domain-specific (Mulnix, 2012; Vaughn, 2005), we developed a theoretical model of intellectual resources (IR) that students develop and use when learning and doing mathematics and science. The theoretical model shows that there are two parallel epistemic practices students engage in science and mathematics - searching for reasons and giving reasons (Bailin, 2002; 2007; Mulnix, 2012). Applying Confirmatory Factor Analysis and Structural Equation Model to the data of 9,300 fourth grade students' responses to standardized science and mathematics assessments, we verified the theoretical model empirically. Empirically, the theoretical model is verified in that fourth graders do use the two epistemic practices, and the development of parallel practices in science impacts the development of the two practices in mathematics: A fourth grader's ability to search for reasons in science affects his or her ability to search for reasons in mathematics, and the ability to give reasons in science affects the same ability use in mathematics. The findings indicate that educators need to open ideas of sharing development of epistemic practices across disciplines because students who developed intellectual resources can utilize these in other settings.
참고문헌 (46)
- Adey, P., "Socializing intelligence through academic talk and dialogue", pp.127~140 (2015), American Educational Research Association
- Bailin, S., "Critical thinking and science education", Science & Education, 11(4), pp.361~375 (2002)
- Barzilai, S., "Handbook of epistemic cognition", pp.409~424 (2016), Routledge
- Billing, D., "Teaching for transfer of core", key skills in higher education : Cognitive skills, 2007, pp.53(4), 483~516
- Blum, W., "Mathematical Modelling. Education, Engineering and Economics", pp.222~231 (2007), Horwood
- Borromeo Ferri, R. B., "Theoretical and empirical differentiations of phases in the modelling process", ZDM, 38(2), pp.86~95 (2006)
- Brown, N. J., "Assessment of critical-analytic thinking", Educational Psychology Review, 26(4), pp.543~560 (2014)
- Browne, M. W., "Alternative ways of assessing model fit", Sage focus editions, 154, pp.136~136 (1993)
- Byrne, B. M., "Multivariate applications series: Structural equation modeling with Mplus: Basic concepts, applications, and programming" (2012), Routledge
- Chen, F., "An empirical evaluation of the use of fixed cutoff points in RMSEA test statistic in structural equation models", Sociological methods & research, 36(4), pp.462~494 (2008)
- Chinn, C. A., "Handbook of epistemic cognition", pp.460~478 (2016), Routledge
- Kyong Mi Choi, "What CDM Can Tell About What Students Have Learned: An Analysis of TIMSS Eighth Grade Mathematics", EURASIA Journal of Mathematics, Science and Technology Education, 11(6) (2015), Modestum Limited[DOI]
- "Common Core State Standards for mathematics" (2010)[URL]
- de la Torre, J., "The generalized DINA model framework", Psychometrika, 76(2), pp.179~199 (2011)
- Elby, A., "Handbook of epistemic cognition", pp.113~127 (2016), Routledge
- Ford, M., "Disciplinary authority and accountability in scientific practice and learning", Science Education, 92(3), pp.404~423 (2008)
- Greene, J. A., "Handbook of Epistemic Cognition" (2016), Routledge
- Hayduk, L. A., "Jiving the four-step, waltzing around factor analysis, and other serious fun", Structural Equation Modeling, 7(1), pp.1~35 (2000)
- Hooper, D., "Structural equation modeling : Guidelines for determining model fit", Journal of Business Research Methods, 6, pp.53~60 (2008)
- Hu, L. T., "Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives", Structural Equation Modeling : A Multidisciplinary Journal, 6(1), pp.1~55 (1999)
- Hwang, J., "Relationships among mathematics and science reasoning practices", Poster presented at the 38th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2016)
- Jihyun Hwang, "Examining Domain-General Use of Reasoning Across Science and Mathematics Through Performance on Standardized Assessments", Canadian Journal of Science, Mathematics and Technology Education, 20(3), pp.521~537 (2020), Springer Science and Business Media LLC[DOI]
- Hwang J., "Epistemic Actions and Mathematics Achievement" (2020), Submitted for publication
- Iordanou, K., "Handbook of epistemic cognition", pp.39~53 (2016), Routledge
- Kline, R. B., "Handbook of methodological innovation" (2011), Sage
- Lawson, A. E., "What is the role of induction and deduction in reasoning and scientific inquiry?", Journal of Research in Science Teaching, 42(6), pp.716~ (2005)
- Mason, L., "Handbook of epistemic cognition", pp.375~392 (2016), Routledge
- Moshman, D., "Epistemic cognition and development : The psychology of justification and truth" (2014), Psychology Press
- Mullis, I. V. S., "TIMSS 2011 assessment frameworks" (2009), TIMSS & PIRLS International Study Center Lynch School of Education
- Mulnix, J. W., "Thinking critically about critical thinking", Educational Philosophy and Theory, 44(5), pp.464~479 (2012)
- National Council of Teachers of Mathematics, "Principles and standards for school mathematics" (2000), National Council of Teachers of Mathematics
- National Research Council, "A framework for K-12 science education : Practices, crosscutting concepts, and core ideas" (2012), National Academies Press
- NGSS Lead States, "Next Generation Science Standards : For States, By States" (2013), The National Academies Press
- O'Connor, C., "Socializing intelligence through academic talk and dialogue", pp.111~126 (2015), American Educational Research Association
- (2010)[URL]
- Resnick, L. B., "Re-thinking Intelligence : schools that build the mind", European Journal of Education, 50(3), pp.340~349 (2015)
- Schreiber, J. B., "Reporting structural equation modeling and confirmatory factor analysis results : A review", The Journal of educational research, 99(6), pp.323~338 (2006)
- Sperber, D., "Epistemic vigilance", Mind & Language, 25(4), pp.359~393 (2010)
- Steiger, J. H., "Point estimation, hypothesis testing, and interval estimation using the RMSEA : Some comments and a reply to Hayduk and Glaser", Structural Equation Modeling, 7(2), pp.149~162 (2000)
- Strauss, A. L., "Qualitative analysis for social scientists" (1987), Cambridge University Press
- Stromso, H., "Handbook of epistemic cognition", pp.230~246 (2016), Routledge
- Jonathan L. Templin, "Measurement of psychological disorders using cognitive diagnosis models.", Psychological Methods, 11(3), pp.287~305 (2006), American Psychological Association (APA)[DOI]
- Vaughn, L., "The Power of Critical Thinking : Effective reasoning about ordinary and extraordinary claims" (2005), Oxford University Press
- Webb, P., "From exploratory talk to abstract reasoning: A case for far transfer?", Educational Psychology Review, 29, pp.565~581 (2016)
- Yu, C. Y., "Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes", Doctor, pp.2002
- Zawojewski, J., "Modeling students' mathematical modeling competencies", pp.237~243 (2010), Springer