Evaluation of Scientific Reasoning Ability in Naturalistic and Laboratory Tasks.

Autor/inn/en	Laetsch, W. M.; Linn, Marcia C.
Institution	California Univ., Berkeley. Lawrence Hall of Science.
Titel	Evaluation of Scientific Reasoning Ability in Naturalistic and Laboratory Tasks.
Quelle	(1980), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Cognitive Measurement; Cognitive Processes; Cognitive Style; Logical Thinking; Performance Factors; Science Education; Science Instruction; Secondary Education; Secondary School Science; Secondary School Students; Student Characteristics + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Leistungsindikator; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Sekundarschüler
Abstract	The procedures, major findings, and conclusions of the Adolescent Reasoning Project are summarized in this final report to the National Science Foundation. Eleven different experiments were conducted to investigate the role of naturalistic and laboratory task content on scientific reasoning. Participants involved 1500 seventh, ninth, eleventh, and twelfth graders from three school districts varying in socioeconomic status, proximity to an urban area, and sophistication of course offerings in math and science. The appendix describes the purpose of each experiment and indicates the project report publication number that summarizes the results of the findings. The body of the report presents the integrated results of all the experiments and what the project staff thinks the results mean. Major findings are: (1) students respond to naturalistic and laboratory tasks differently; (2) differences in expectations about the task variables account for much of the variance between laboratory and naturalistic tasks; (3) subjects learn what they are taught about controlling variables and about expectations, but do not readily generalize their training to new situations; (4) scientific reasoning overlaps extensively with general ability, but also overlaps with an aspect of field-dependence-independence identified in the studies. (DC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC