Thinking Like A Scientist About Real-World Problems: The Cornell Institute for Research on Children Science Education Program

Williams, Wendy M.; Papierno, Paul B.; Makel, Matthew C.; Ceci, Stephen J.

doi:10.1016/j.appdev.2003.11.002

Cited by 37 publications

(20 citation statements)

References 33 publications

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“…2004; Hurd 1997; Williams et al. 2004). Instead, Glasson and Lalik (1993) argue that students need to reflect on, relate to, and examine concepts as they are presented as part of an active, constructive process.…”

Section: Introductionmentioning

confidence: 99%

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

et al. 2011

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The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.

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Section: Introductionmentioning

confidence: 99%

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

et al. 2011

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“…Underlying the ability to communicate scientific information is the ability to think like a scientist. Thinking‐like‐a‐scientist is a process in which we: 1) ask questions, 2) define a problem scientifically, 3) seek evidence, 4) make decisions based on evidence, 5) consider implications and applications of decisions, and 6) revise and reflect (Williams and others ). Food science professionals need to ask questions, seek evidence, plan thoughtfully, and interpret, reflect, and revise constantly.…”

Section: Introductionmentioning

confidence: 99%

Development of Scientific Thinking Facilitated by Reflective Self‐Assessment in a Communication‐Intensive Food Science and Human Nutrition Course

Hendrich

Licklider

Thompson

et al. 2018

J of Food Science Edu

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A one-credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking-like-a-scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self-perception of scientific thinking, an important general ability for food scientists. Our objectives were to assess thinking-like-a-scientist using a student self-assessment survey, and analyze their self-reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking-like-a-scientist from the beginning to the end of the course showed gains in self-assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking-like-a-scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students' self-assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students' self-assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students' self-reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self-reflection tools as well as specific learning frameworks to help students to think about and practice thinking-like-a-scientist.

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“…Current studies on science teaching emphasize the importance of inquiry-based methods (e.g., Bloom, 2006;Sanger, 2008;van Joolingen, de Jong, & Dimitrakopoulou, 2007;Williams, Papierno, Makel, & Ceci, 2004). 'The consensus among science educators seems to be that the objective of science learning and teaching should be developing science inquiry skills, not merely knowledge of scientific facts and concepts, and that inquiry skills are best developed by actually doing science' (Bhattacharyya,Volk,& Lumpe,p.…”

Section: Inquiry Science Teachingmentioning

confidence: 99%

Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

Lucero

Valcke

Schellens

2013

International Journal of Science Education

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Thinking Like A Scientist About Real-World Problems: The Cornell Institute for Research on Children Science Education Program

Cited by 37 publications

References 33 publications

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses

Development of Scientific Thinking Facilitated by Reflective Self‐Assessment in a Communication‐Intensive Food Science and Human Nutrition Course

Teachers' Beliefs and Self-Reported Use of Inquiry in Science Education in Public Primary Schools

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