Details
| Original language | English |
|---|---|
| Journal | International Journal of Science Education |
| Early online date | 11 Sept 2024 |
| Publication status | E-pub ahead of print - 11 Sept 2024 |
Abstract
Keywords
- differentiated assessment, fostering competencies, Scientific reasoning
ASJC Scopus subject areas
- Social Sciences(all)
- Education
Research Area (based on ÖFOS 2012)
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In: International Journal of Science Education, 11.09.2024.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Fostering scientific reasoning competencies: investigating impacts of cross- and within-content area experimentation using the competency triad
AU - Nehring, Andreas
N1 - Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024/9/11
Y1 - 2024/9/11
N2 - Educational standards and science education research suggest that experiments can be used to foster scientific reasoning competencies. So far, little is known about whether to sequence experiments from one or multiple content areas for this purpose. Therefore, we compared two sequences in an experimental study to investigate the influence of content areas of experiments on competencies’ development: Based on the same underlying structure, the first, homogeneous sequence includes four kinetics experiments. The second, heterogeneous sequence involves experiments from kinetics, thermodynamics, and redox chemistry. A total of 97 students participating in undergraduate chemistry lab courses were randomly assigned to one of the sequences. The changes in competencies within the sequences were compared based on the ‘competency triad’ differentiating between underlying knowledge (dispositions), the use of this knowledge (processes), and the quality of the resulting investigations (products). The results show that both sequences are comparably suitable to foster scientific reasoning competencies. However, in the post-experiments, we found a tendency of increased inadequate or irrelevant content-related reasoning by bringing in and conflating concepts from previous experiments such as activation energy or the chemical equilibrium (in particular Le Chatelier's principle). We discuss these findings concerning the consequences of sequencing experiments for fostering scientific reasoning.
AB - Educational standards and science education research suggest that experiments can be used to foster scientific reasoning competencies. So far, little is known about whether to sequence experiments from one or multiple content areas for this purpose. Therefore, we compared two sequences in an experimental study to investigate the influence of content areas of experiments on competencies’ development: Based on the same underlying structure, the first, homogeneous sequence includes four kinetics experiments. The second, heterogeneous sequence involves experiments from kinetics, thermodynamics, and redox chemistry. A total of 97 students participating in undergraduate chemistry lab courses were randomly assigned to one of the sequences. The changes in competencies within the sequences were compared based on the ‘competency triad’ differentiating between underlying knowledge (dispositions), the use of this knowledge (processes), and the quality of the resulting investigations (products). The results show that both sequences are comparably suitable to foster scientific reasoning competencies. However, in the post-experiments, we found a tendency of increased inadequate or irrelevant content-related reasoning by bringing in and conflating concepts from previous experiments such as activation energy or the chemical equilibrium (in particular Le Chatelier's principle). We discuss these findings concerning the consequences of sequencing experiments for fostering scientific reasoning.
KW - differentiated assessment
KW - fostering competencies
KW - Scientific reasoning
UR - http://www.scopus.com/inward/record.url?scp=85203490731&partnerID=8YFLogxK
U2 - 10.1080/09500693.2024.2394708
DO - 10.1080/09500693.2024.2394708
M3 - Article
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
ER -