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The Interrelationship among High School Students' Conceptions of Learning Science, Self-Regulated Learning Science, and Science Learning Self-Efficacy
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Ho, Hsin Ning Jessie; Liang, Jyh-Chong; Tsai, Chin-Chung – International Journal of Science and Mathematics Education, 2022
This research explored the interrelationship among Taiwanese high school students' conceptions of learning science (COLS), self-regulated learning science (SRLS), and science learning self-efficacy (SLSE). A total of 309 students participated in the study, and the self-report survey data were collected to measure these three constructs. Four COLS…
Descriptors: High School Students, Student Attitudes, Concept Formation, Thinking Skills
Interpreting Data: The Hybrid Mind
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Heisterkamp, Kimberly; Talanquer, Vicente – Journal of Chemical Education, 2015
The central goal of this study was to characterize major patterns of reasoning exhibited by college chemistry students when analyzing and interpreting chemical data. Using a case study approach, we investigated how a representative student used chemical models to explain patterns in the data based on structure-property relationships. Our results…
Descriptors: College Students, Science Education, Chemistry, Data Interpretation
A Dual-Process Account of the Development of Scientific Reasoning: The Nature and Development of Metacognitive Intercession Skills
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Amsel, Eric; Klaczynski, Paul A.; Johnston, Adam; Bench, Shane; Close, Jason; Sadler, Eric; Walker, Rick – Cognitive Development, 2008
Metacognitive knowledge of the dual-processing basis of judgment is critical to resolving conflict between analytic and experiential processing responses [Klaczynski, P. A. (2004). A dual-process model of adolescent development: Implications for decision making, reasoning, and identity. In R. V. Kail (Ed.), "Advances in child development and…
Descriptors: Adolescent Development, College Students, Conflict, Metacognition
Interpreting Force Concept Inventory Scores: Normalized Gain and SAT Scores
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Coletta, Vincent P.; Phillips, Jeffrey A.; Steinert, Jeffrey J. – Physical Review Special Topics - Physics Education Research, 2007
Preinstruction SAT scores and normalized gains (G) on the force concept inventory (FCI) were examined for individual students in interactive engagement (IE) courses in introductory mechanics at one high school (N=335) and one university (N=292), and strong, positive correlations were found for both populations (r=0.57 and r=0.46, respectively).…
Descriptors: Mechanics (Physics), Abstract Reasoning, Standardized Tests, Scores
Scientific Reasoning of Students with Mild Mental Retardation: Investigating Preconceptions and Conceptual Change.
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Scruggs, Thomas E.; And Others – Exceptionality, 1995
Scientific reasoning of four elementary age students with mild mental retardation was investigated using structured interviews during tasks involving properties of air and electricity. Discourse analysis was employed to describe students' preconceptions about the natural world and how those preconceptions might be influenced by empirical evidence.…
Descriptors: Abstract Reasoning, Cognitive Ability, Cognitive Restructuring, Concept Formation
Reflections on "Scientific Reasoning of Students with Mild Mental Retardation: Investigating Preconceptions and Conceptual Change."
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Scruggs, Thomas E.; Mastropieri, Margo A. – Exceptionality, 1995
Perspectives that underlie a study of scientific reasoning of elementary students with mild mental retardation (EC 612 096) are provided. Epistemological issues that appear to shape knowledge of special education are addressed, specifically "constructivism" versus "behaviorism" and the relative worth of "constructed" versus "instructed" knowledge.…
Descriptors: Abstract Reasoning, Classroom Techniques, Cognitive Ability, Cognitive Restructuring