ERIC Number: EJ1215802
Record Type: Journal
Publication Date: 2019-May
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: N/A
Modifying Traditional Labs to Target Scientific Reasoning
Koenig, Kathleen; Wood, Krista E.; Bortner, Larry J.; Bao, Lei
Journal of College Science Teaching, v48 n5 p28-35 May 2019
This article showcases how a physics lab course was successfully redesigned to promote important reasoning abilities not explicitly addressed in the typical college setting. Student development of such abilities is essential for sound decision making, particularly when living in an information age. Essential features of our guiding curricular framework are presented. These include operationally defined scientific reasoning subskills around which all prelab and in-class activities and assessments are designed to provide repeated, deliberate practice. Details are provided for how the curriculum was developed to promote students' abilities in one reasoning domain, namely, the identification and control of variables. Results indicate that students improve on subskills in the lower and intermediate ranges for reasoning involving controlling variables but do not improve on the higher end subskills. Suggestions for bridging students into these advanced reasoning skill sectors are discussed. Because the targeted skills are transferrable across science, technology, engineering, and mathematics (STEM), we expect that others can use features of our curricular framework to redesign their own courses and promote similar abilities in their students.
Descriptors: Science Laboratories, Physics, Science Instruction, Logical Thinking, Thinking Skills, STEM Education, Science Activities, Teaching Methods, Learning Activities, Student Evaluation, Student Attitudes, College Science, College Students
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1431908