ERIC Number: EJ1148318
Record Type: Journal
Publication Date: 2017-Aug
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1521-0251
EISSN: N/A
Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics
Jensen, Jamie L.; Neeley, Shannon; Hatch, Jordan B.; Piorczynski, Ted
Journal of College Student Retention: Research, Theory & Practice, v19 n2 p126-144 Aug 2017
The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.
Descriptors: Science Process Skills, Thinking Skills, Abstract Reasoning, Retention (Psychology), STEM Education, Introductory Courses, Biology, College Students, Majors (Students), Nonmajors, Measures (Individuals), Correlation, Science Achievement, Grades (Scholastic), Predictor Variables, Comparative Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A