Measuring Scientific Reasoning Using the LCTSR

Planinić, Maja; Sušac, Ana; Ivanjek, Lana; Jeličić, Katarina; Cvenić, Karolina Matejak

doi:10.1007/978-3-030-78720-2_11

Cited by 1 publication

(1 citation statement)

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“…Conceptual change can be facilitated by exposure to new information or experiences-for example, through cognitive conflict or the use of bridging analogies-active engagement and participation in the learning process (including cooperative and shared learning to promote collective discussion of ideas) and metacognitive reflection on one's learning and understanding through the so-called Socratic dialogue. This approach might focus on the restructuring of existing knowledge frameworks, the refinement or expansion of existing concepts, or the replacement of prior concepts with new, scientifically accurate ones (Limo ´n, 2001;Planinic et al, 2005;Gafoor and Akhilesh, 2013;Pacaci et al, 2023).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course

Valsecchi,

Delfino,

Santos

et al. 2024

Chem. Educ. Res. Pract.

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When teaching STEM courses, it is important to introduce state-of-the-art techniques. Students need to learn how to conduct experiments, analyse data and choose the most effective approaches to address meaningful situations. Here we present the assessment of the implementation of a structured inquiry-based activity aimed at teaching students about protein mass and size. This activity emerges as an intervention in our educational module, designed to create a cognitive conflict that effectively drives a conceptual change. To evaluate the efficacy of this module, we collected data on students’ perceived and actual knowledge through pre- and post-class surveys (n = 36 and 34, respectively, mean age 26 ± 2). Additionally, we evaluated lab reports using a detailed rubric. Results indicate that the practical innovation we propose is a challenging activity that promotes the accomplishment of our learning objectives. The activity led to improvements both in confidence and in actual mastery of theoretical concepts and techniques. After completing the activity, students were able to choose the most appropriate technique to solve specific problems. Furthermore, we found that the use of a structured questionnaire in lab reports helped students to accurately analyse and process experimental data. It also allows them to demonstrate understanding of technical limitations, while integrating the knowledge and skills acquired during the module. Overall, this activity provides notions that are conceivable and profitable, thus leading to successful conceptual changes.

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Section: Theoretical Backgroundmentioning

confidence: 99%