A hypothetico-deductive theory of science and learning

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2023-08-22 DOI:10.1002/tea.21892
Steven T. Kalinowski, Avital Pelakh
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Abstract

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

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科学与学习的假设-演绎理论
这篇文章提出了一个简单的科学和学习的认知理论。论文的第一部分发展了该理论的两个主要命题:(i)广泛的科学活动严重依赖于一种类型的推理,假设思维,以及(ii)这种类型的推理对学生学习科学内容也很有用。论文的第二部分介绍了使用假设思维的多项选择题的分类,论文的第三部分使用大学生物学课程的数据测试了这一理论。正如理论所预期的那样,学生对24个科学推理问题的回答与一维心理测量结构一致。学生对科学推理问题的回答解释了36%的考试成绩差异。本文确定了几个进一步研究的方向,包括更详细地研究科学思维的心理测量结构,进行随机对照实验以证明科学思维与学习之间的因果关系,以及确定其他因素对大学成功的相对贡献。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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