Details
| Original language | English |
|---|---|
| Pages (from-to) | 2716-2741 |
| Number of pages | 26 |
| Journal | International Journal of Science Education |
| Volume | 42 |
| Issue number | 16 |
| Early online date | 27 Oct 2020 |
| Publication status | Published - 2020 |
Abstract
Against the background of many studies focusing either on scientific reasoning or views on the nature of scientific inquiry (NOSI), the aim of this article is to present and empirically analyse a framework that associates these central science education constructs. Based on the idea of inquiry methods, the ScieNo-framework includes three scientific reasoning competencies (‘Scie’) and ten naïve and informed NOSI views (‘No’) that can be aligned on a theoretical level. We test this alignment using data from a quantitative cross-sectional study. In this study, internationally published instruments on scientific reasoning and NOSI views were administered in a sample of 802 students. We estimate structural equation models (SEM) that encompass correlations between scientific reasoning competencies and NOSI views. In order to control for effects of schooling in a second step, we included the grade level as a predictor into these models and checked whether the correlations were stable. The results confirm small to high positive and negative correlations between informed and naïve NOSI views and the scientific reasoning competencies that match the theory-based assumption. We interpret these as a first quantitative confirmation of the ScieNo-framework and open up further perspectives on usage of the framework for science education purposes and for future science education research.
Keywords
- Scientific reasoning, competence, epistemic cognition, inquiry, nature of scientific inquiry, structural equation modelling (SEM)
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: International Journal of Science Education, Vol. 42, No. 16, 2020, p. 2716-2741.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Scientific reasoning and views on the nature of scientific inquiry
T2 - testing a new framework to understand and model epistemic cognition in science
AU - Reith, Marco
AU - Nehring, Andreas
N1 - Funding information: This work was supported by the Deutsche Forschungsgemeinschaft [grant/award number: NE 2105/1-1].
PY - 2020
Y1 - 2020
N2 - Against the background of many studies focusing either on scientific reasoning or views on the nature of scientific inquiry (NOSI), the aim of this article is to present and empirically analyse a framework that associates these central science education constructs. Based on the idea of inquiry methods, the ScieNo-framework includes three scientific reasoning competencies (‘Scie’) and ten naïve and informed NOSI views (‘No’) that can be aligned on a theoretical level. We test this alignment using data from a quantitative cross-sectional study. In this study, internationally published instruments on scientific reasoning and NOSI views were administered in a sample of 802 students. We estimate structural equation models (SEM) that encompass correlations between scientific reasoning competencies and NOSI views. In order to control for effects of schooling in a second step, we included the grade level as a predictor into these models and checked whether the correlations were stable. The results confirm small to high positive and negative correlations between informed and naïve NOSI views and the scientific reasoning competencies that match the theory-based assumption. We interpret these as a first quantitative confirmation of the ScieNo-framework and open up further perspectives on usage of the framework for science education purposes and for future science education research.
AB - Against the background of many studies focusing either on scientific reasoning or views on the nature of scientific inquiry (NOSI), the aim of this article is to present and empirically analyse a framework that associates these central science education constructs. Based on the idea of inquiry methods, the ScieNo-framework includes three scientific reasoning competencies (‘Scie’) and ten naïve and informed NOSI views (‘No’) that can be aligned on a theoretical level. We test this alignment using data from a quantitative cross-sectional study. In this study, internationally published instruments on scientific reasoning and NOSI views were administered in a sample of 802 students. We estimate structural equation models (SEM) that encompass correlations between scientific reasoning competencies and NOSI views. In order to control for effects of schooling in a second step, we included the grade level as a predictor into these models and checked whether the correlations were stable. The results confirm small to high positive and negative correlations between informed and naïve NOSI views and the scientific reasoning competencies that match the theory-based assumption. We interpret these as a first quantitative confirmation of the ScieNo-framework and open up further perspectives on usage of the framework for science education purposes and for future science education research.
KW - Scientific reasoning
KW - competence
KW - epistemic cognition
KW - inquiry
KW - nature of scientific inquiry
KW - structural equation modelling (SEM)
UR - http://www.scopus.com/inward/record.url?scp=85094608130&partnerID=8YFLogxK
U2 - 10.1080/09500693.2020.1834168
DO - 10.1080/09500693.2020.1834168
M3 - Article
VL - 42
SP - 2716
EP - 2741
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 16
ER -