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ERIC Number: EJ1086334
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1557-5284
Examining the Relationship of Scientific Reasoning with Physics Problem Solving
Fabby, Carol; Koenig, Kathleen
Journal of STEM Education: Innovations and Research, v16 n4 p20-26 Oct-Dec 2015
Recent research suggests students with more formal reasoning patterns are more proficient learners. However, little research has been done to establish a relationship between scientific reasoning and problem solving abilities by novices. In this exploratory study, we compared scientific reasoning abilities of students enrolled in a college level introductory physics course for their ability to solve problems requiring different levels of conceptual understanding. Reasoning abilities were measured by Lawson's Classroom Test of Scientific Reasoning and students' ability to correctly solve different levels of problem on examinations was measured by the Taxonomy of Introductory Physics Problems. Results indicate that students with higher reasoning abilities perform equally well across problem levels while students of lower reasoning abilities struggle in solving problems that depend on higher conceptual understanding. This suggests that students with lower reasoning abilities may depend more readily on basic recall of facts and simple procedures to solve problems.
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institutes of Health (DHHS)
Authoring Institution: N/A
Grant or Contract Numbers: 1RC1RR02840201