Learning scientific reasoning: A latent transition analysis

Schlatter, Erika; Molenaar, Inge; Lazonder, Adrianus W.

doi:10.1016/j.lindif.2021.102043

Cited by 11 publications

(8 citation statements)

References 35 publications

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“…However, this observation goes hand in hand with prior studies that also found epistemic diversity, as well as sophisticated profiles in samples with younger students, such as in elementary school (e.g., Mansfield & Clinchy, 2002). Our finding complements recent research that has described individual differences in epistemic understanding and broader scientific thinking in students as young as elementary school (e.g., Mayer et al, 2014;Schiefer et al, 2021;Schlatter et al, 2021), how they develop from one profile of scientific reasoning into another (Schlatter et al, 2021), and how such development can be supported by targeted interventions (e.g., Schiefer et al, 2017Schiefer et al, , 2020. Our finding that absolutistic or evidence-based profiles were identified in students from middle or higher grades further contributes to these findings of substantial individual variability.…”

Section: Relations Of Epistemic Belief Profiles With Grade and Tracksupporting

confidence: 85%

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

et al. 2022

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Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.

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Section: Relations Of Epistemic Belief Profiles With Grade and Tracksupporting

confidence: 85%

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

et al. 2022

View full text Add to dashboard Cite

show abstract

“…However, this observation goes hand in hand with prior studies that also found epistemic diversity, as well as sophisticated profiles in samples with younger students, such as in elementary school (e.g., Mansfield & Clinchy, 2002). Our finding complements recent research that has described individual differences in epistemic understanding and broader scientific thinking in students as young as elementary school (e.g., Mayer et al, 2014;Schiefer et al, 2021;Schlatter et al, 2021), how they develop from one profile of scientific reasoning into another (Schlatter et al, 2021), and how such development can be supported by targeted interventions (e.g., Schiefer et al, 2017. Our finding that absolutistic or evidence-based profiles were identified in students from middle or higher grades further contributes to these findings of substantial individual variability.…”

Section: Relations Of Epistemic Belief Profiles With Grade and Tracksupporting

confidence: 85%

Epistemic Beliefs in Science - An Integration of Evidence From Multiple Studies

Edelsbrunner¹,

Nehring²,

Kampa³

et al. 2022

Preprint

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“…Resulta importante destacar que hasta siete estudiantes alcanzan la máxima puntuación e incorporan a sus respuestas descripciones sistemáticas y detalladas tal y como se presenta en el segundo ejemplo de vídeo. Esta mejora está en línea con la investigación realizada por Schlatter et al (2021), en la que a través de instrucciones y soportes, se puede ayudar al alumnado a aprender e identificar las variables. Además, el estudio de Kant et al ( 2017) muestra que el uso de ejemplos de trabajo en vídeo mejora el desarrollo de esta habilidad en estudiantes de educación secundaria.…”

Section: Identificación De Variablesunclassified

¿Cómo influyen las horas de actividad física semanal en la capacidad cardiorrespiratoria?: una indagación científica guiada a través del vídeo en educación primaria (How do the hours of weekly physical activity influence on cardiorespiratory fitness?: a

Pla

Escorihuela

Llussà

2022

Retos

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Conocer el propio cuerpo es fundamental para mejorar el estilo de vida, de modo que es importante promover unos hábitos saludables desde la etapa infantil, para obtener beneficios en la edad adulta. Para ello, en el presente trabajo se realiza una investigación científica con el fin de desarrollar las habilidades científicas de los estudiantes de ciclo superior de educación primaria a partir de una dinámica de cuatro sesiones basada en la actividad física de los estudiantes. En este estudio, se ha diseñado e implementado una estrategia didáctica utilizando el uso del vídeo como soporte para guiar una indagación científica que permitirá estudiar cómo la actividad física semanal influye en la capacidad cardiorrespiratoria del alumnado. Para recoger los datos, se ha realizado un cuestionario de actividad física semanal y una prueba para valorar la capacidad cardiorrespiratoria del alumnado. Los resultados de la investigación indican que los vídeos proporcionan al alumnado una estructura del proceso de indagación y tienen una relación positiva sobre la mejora de las habilidades científicas. En concreto, conllevan una mejora de las preguntas investigables, de la identificación de las variables, permitiendo un mejor diseño experimental, así como la representación de datos que genera unas explicaciones científicas más elaboradas. Asimismo, se ha observado que realizar actividades indagadoras relacionadas con la actividad física promueve el interés y curiosidad de los estudiantes hacia esta disciplina. Abstract. Knowing your body is essential to improve your lifestyle, so it is important to promote healthy habits from childhood, to obtain benefits in adulthood. For this, in the present work a scientific investigation is carried out in order to develop the scientific skills of the students in the upper cycle of primary education from a dynamic of four sessions based on the physical activity of the students. In this study, a didactic strategy has been designed and implemented using the use of video as a support to guide a scientific inquiry that allows studying how weekly physical activity influences the cardiorespiratory capacity of students. To collect the data, a weekly physical activity questionnaire and a test have been carried out to assess the cardiorespiratory capacity of the students. The research results indicate that the videos provide students a structure of the inquiry process and have a positive relationship with the improvement of scientific skills. Specifically, they entail an improvement in the research questions, in the identification of the variables, allowing a better experimental design, as well as the representation of data that generates more elaborate scientific explanations. Likewise, it has been observed that carrying out inquiring activities related to physical activity promotes the interest and curiosity of students towards this discipline.

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Learning scientific reasoning: A latent transition analysis

Cited by 11 publications

References 35 publications

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

Epistemic Beliefs in Science - An Integration of Evidence From Multiple Studies

¿Cómo influyen las horas de actividad física semanal en la capacidad cardiorrespiratoria?: una indagación científica guiada a través del vídeo en educación primaria (How do the hours of weekly physical activity influence on cardiorespiratory fitness?: a

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