과학 영재원 재학생의 과학적 추론 능력에 대한 연구
A Study on The Scientific Reasoning Ability of Students Enrolled in The Gifted Education Center
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The purpose of this study was to assess the scientific reasoning abilities of students enrolled in a gifted education center. Students' scientific reasoning abilities were assessed using a translated version of the FORT (Formal Reasoning Test) developed by Kalinowski and Willoughby (2019), and data from two years of elementary and middle school students were analyzed. As a result of the study, there was a limit to analyzing 20 questions in a single dimension, but it was confirmed that the overall validity of the questions was good. The ability of elementary and middle school students to reason scientifically was found to be superior to that of college students in the United States. It was established that the ability to read and comprehend the question items had no significant effect, and some meta-thinking about confirming the correct answer occurred as well. Middle school students demonstrated a greater capacity for scientific reasoning than elementary school students, and the gap between elementary and middle school students was greater for female students.
Abstract
The purpose of this study was to assess the scientific reasoning abilities of students enrolled in a gifted education center. Students' scientific reasoning abilities were assessed using a translated version of the FORT (Formal Reasoning Test) developed by Kalinowski and Willoughby (2019), and data from two years of elementary and middle school students were analyzed. As a result of the study, there was a limit to analyzing 20 questions in a single dimension, but it was confirmed that the overall validity of the questions was good. The ability of elementary and middle school students to reason scientifically was found to be superior to that of college students in the United States. It was established that the ability to read and comprehend the question items had no significant effect, and some meta-thinking about confirming the correct answer occurred as well. Middle school students demonstrated a greater capacity for scientific reasoning than elementary school students, and the gap between elementary and middle school students was greater for female students.
참고문헌 (19)
- Allchin, D., "Finding the place of argumentation in science education : Epistemics and whole science", Science Education, 104, pp.907~933 (2020)
- Boone, W. J., "Rasch Analysis in the Human Sciences" (2014), Springer
- Burmester, M. A., "Behavior involved in the critical aspects of scientific thinking", Science Education, 36, pp.259~263 (1952)
- Čavojová, V, "Why should we try to think like scientists? Scientific reasoning and susceptibility to epistemically suspect beliefs and cognitive biases", Applied Cognitive Psychology, 34, pp.85~95 (2020)
- Ha, M., "Darwin’s difficulties and students’ struggles with trait loss : Cognitivehistorical parallelisms in evolutionary explanation", Science & Education, 23, pp.1051~1074 (2014)
- Kalinowski, S. T., "Development and validation of a scientific(formal)reasoning test for college students", Journal of Research in Science Teaching, 56, pp.1269~1284 (2019)
- Kind, P. M., "Styles of scientific reasoning: A cultural rationale for science education?", Science Education, 101, pp.8~31 (2017)
- Kuhn, D., "Connecting scientific reasoning and causal inference", Journal of Cognition and Development, 5, pp.261~288 (2004)
- Kuhn, D., "The Development of Scientific Thinking Skills" (1988), Academic Press
- Kuhn, D., "Cross-domain development of scientific reasoning", Cognition and Instruction, 9, pp.285~327 (1992)
- Lawson, A. E., "The development and validation of a classroom test of formal reasoning", Journal of Research in Science Teaching, 15, pp.11~24 (1978)
- Lawson, A. E., "Science Teaching and the Development of Thinking" (1995), Wadsworth
- Lawson, A. E., "Classroom test of scientific reasoning", Unpublished Manuscript, ~ (2000)
- 오현숙, "청소년의 주의력과 기질의 관계에 나타나는 성차", Korean Journal of Clinical Psychology, 32(3), pp.589~610 (2013), 한국임상심리학회[DOI]
- Roadrangka, V., "The construction and validation of group assessment of logical thinking(GALT)", Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (1983)
- Saad, M. I. M., "Scientific reasoning skills based on socio-scientific issues in the biology subject", International Journal of Advanced and Applied Sciences, 4, pp.13~18 (2017)[DOI]
- Tobin, K. G., "The development and validation of a group test of logical thinking", Educational and Psychological Measurement, 41, pp.413~423 (1981)
- Van der Graaf, J., "A combined approach to strengthen children’s scientific thinking : Direct instruction on scientific reasoning and training of teacher’s verbal support", International Journal of Science Education, 41, pp.1119~1138 (2019)
- Wilhelm, J., "How middle level science teachers visualize and translate motion, scale, and geometric space of the Earth-Moon-Sun system with their students", Physical Review Physics Education Research, 14, pp.010150~ (2018)