Presentation Title

The Effect of Explicit Instruction on Scientific Reasoning Skills

Faculty Mentor

Homeyra Sadaghiani

Start Date

23-11-2019 10:15 AM

End Date

23-11-2019 10:30 AM

Location

Markstein 208

Session

oral 2

Type of Presentation

Oral Talk

Subject Area

physical_mathematical_sciences

Abstract

Scientific reasoning is an important skill that defines the development of claims and explanations from observed evidence. However, these skills are not often explicitly taught in schools and no significant gains have been reported over a period of a single college lecture course. Over the past few years, we are investigating the impact of more explicit instruction and practices in inquiry-based physics course designed for non-STEM majors on increasing scientific reasoning ability. We have collected pre and post test data using Lawson's Classroom Test of Scientific Reasoning (LCTSR) to gauge student’s gain. We will share examples of explicit interventions and report on our findings.

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Nov 23rd, 10:15 AM Nov 23rd, 10:30 AM

The Effect of Explicit Instruction on Scientific Reasoning Skills

Markstein 208

Scientific reasoning is an important skill that defines the development of claims and explanations from observed evidence. However, these skills are not often explicitly taught in schools and no significant gains have been reported over a period of a single college lecture course. Over the past few years, we are investigating the impact of more explicit instruction and practices in inquiry-based physics course designed for non-STEM majors on increasing scientific reasoning ability. We have collected pre and post test data using Lawson's Classroom Test of Scientific Reasoning (LCTSR) to gauge student’s gain. We will share examples of explicit interventions and report on our findings.