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Juanjuan Chen; Minhong Wang; Tina A. Grotzer; Chris Dede – Journal of Computer Assisted Learning, 2024
Background: In scientific inquiry learning, students often have difficulties conducting hypothetical reasoning with multiple intertwined variables. Concept maps have a potential to facilitate complex thinking and reasoning. However, there is little investigation into the content of student-constructed concept maps and its association with inquiry…
Descriptors: Concept Mapping, Task Analysis, Inquiry, Active Learning
Ahmad Fauzi Hendratmoko; Madlazim Madlazim; Wahono Widodo; Suyono Suyono; Zainful Arifin Imam Supardi – International Journal of Education in Mathematics, Science and Technology, 2024
Scientific argumentation skills are a key component of science learning practices needed by students in the 21st century. Where the essence of scientific argumentation is to support the argument with evidence and reasoning and then refute the claims and evidence of the opponent's argument. Supporting arguments with evidence and reasoning can be…
Descriptors: Science Instruction, Skill Development, Persuasive Discourse, Evidence
David Slavit; Amber Simpson; Kristin Lesseig – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
We articulate a framework for delineating student thinking in active, STEM-rich learning environments. Researchers have identified ways of reasoning that relate to specific content areas and practices within each of the STEM disciplines. However, attempts at characterizing student thinking in transdisciplinary STEM environments remains in its…
Descriptors: STEM Education, Active Learning, Learning Processes, Thinking Skills
Aziz Shekh-Abed – European Journal of Engineering Education, 2025
Self-knowledge is an important element of metacognition. It encompasses understanding one's own strengths and weaknesses and includes belief and self-assessment of one's capacity to perform a task. Cognitive skills comprise a range of mental processes, such as attention, memory, problem solving, systems thinking, abstract thinking, and critical…
Descriptors: Foreign Countries, High School Students, Grade 12, Metacognition
Hannah K. Burke; Pat L. Sample; Anita C. Bundy; Virginia Spielmann; Shelly J. Lane – Journal of Occupational Therapy Education, 2024
Although reasoning, reflective practice, and evidence-based practice are essential professional skills for occupational therapy students, there is not a clear understanding of how these skills are taught. We used Delphi methodology to explore how occupational therapy educators conceptualize best-practices for facilitating the development of…
Descriptors: Teaching Methods, Thinking Skills, Abstract Reasoning, Evidence Based Practice
Underwood, Sonia M.; Kararo, Alex T.; Gadia, Gabriela – Chemistry Education Research and Practice, 2021
The ability to predict macroscopic properties using a compound's chemical structure is an essential idea for chemistry as well as other disciplines such as biology. In this study we investigate how different levels of interventions impact the components of students' explanations (claims, evidence, and reasoning) of structure-property…
Descriptors: Chemistry, Science Process Skills, Intervention, Prediction
Grimm, Hanna; Edelsbrunner, Peter A.; Möller, Kornelia – Instructional Science: An International Journal of the Learning Sciences, 2023
Hypothesis-based reasoning with conditionals is a skill that is required for engaging in integral activities of modern elementary school science-curricula. The teaching of this skill at this early stage of education, however, is demanding, particularly in whole school classes in which it is difficult to adapt teaching to children's individual…
Descriptors: Hypothesis Testing, Abstract Reasoning, Scaffolding (Teaching Technique), Elementary School Science
McDaniel, Mark A.; Cahill, Michael J.; Frey, Regina F.; Limeri, Lisa B.; Lemons, Paula P. – CBE - Life Sciences Education, 2022
Previous studies have found that students' concept-building approaches, identified a priori with a cognitive psychology laboratory task, are associated with student exam performances in chemistry classes. Abstraction learners (those who extract the principles underlying related examples) performed better than exemplar learners (those who focus on…
Descriptors: Introductory Courses, Concept Formation, Scientific Concepts, Biology
Azeneth Patiño; María Soledad Ramírez-Montoya; Gerardo Ibarra-Vazquez – Contemporary Educational Technology, 2023
Complex thinking is a desired competency in 21st-century university students, so technology-based teaching and learning strategies must be carefully considered when training them in complex reasoning skills. This systematic review aims to map research on the use of teaching and learning strategies supported by technology to enhance complex…
Descriptors: Educational Trends, Technology Uses in Education, Higher Education, Thinking Skills