Advancing Scientific Reasoning in Upper Elementary Classrooms: Direct Instruction Versus Task Structuring

This study aims to explore the mathematical proficiency, scientific reasoning, and metacognitive skills that contribute to the student’s academic performance in Physics. Data were gathered quantitatively by administering the Basic Skills Diagnostic Test, Lawson's Classroom Test of Scientific Reasoning, and Metacognitive Awareness Inventory to Grade 10 students in the selected high schools of District II of Ifugao Province from January to June 2023. Using the Raosoft calculator, 369 out of 405 students were randomly selected as participants. Relationships of the variables were analysed using Structural Equation Modelling (SEM) where the direct and indirect effect was shown. Based on the model, mathematics proficiency, scientific reasoning (Formal Operational, Late and Early Transitional reasoners), and metacognitive skills (declarative, debugging, and evaluation) had a direct effect on academic performance in Physics. The scientific reasoning skills – late transitional directly affect the metacognitive skills – procedural, conditional, planning, and information. Further, an indirect effect of mathematics proficiency on scientific reasoning and metacognitive skills, scientific reasoning to mathematics proficiency and metacognitive skills, and metacognitive skills on scientific reasoning and mathematics proficiency, toward academic performance was observed. Conclusively, a strong foundation in mathematical proficiency with the effective use of scientific reasoning and metacognitive skills were found to be key determinants of success in Physics. This suggests that educational institutions craft Physics curricula considering the development of students in mathematical proficiency, scientific reasoning skills, and metacognitive skills, while teachers develop activities that refine the direct and indirect effects of these variables to target a better academic performance in Physics.

Students must prepare themselves to be successful individuals in the twenty-first century by learning various skills and knowledge. Scientific reasoning is one of the required skills and must be acquired in the twenty-first century. Scientific reasoning skills can be enhanced by the use of a problem-based learning model, specifically RICOSRE. The purpose of this study was to investigate the impact of the online platform-based RICOSRE learning model on eleventh-grade students’ scientific reasoning skills in the human movement and circulatory systems at SMAN 1 Singosari. A quasi-experimental design was used in this investigation. The research sample comprised of two classes randomly drawn from class XI students at SMAN 1 Singosari during the odd semester of the 2019/2020 academic year. The syllabus, the lesson plan (RPP), the Learning Implementation Sheet, and the Learning Activity Unit all served as instruments for analyzing the independent variable. Meanwhile, the dependent variables were examined using the instrument used to assess scientific reasoning skills. Data collection was conducted using a pre-test and a post-test. The participants’ scientific reasoning skills were measured using a test developed based on the scientific reasoning rubric suggested by the Association of American Colleges and Universities. Similarly, the participants’ cognitive learning outcomes were also examined using a constructed test as needed. The participants’ test answers were analyzed using ANACOVA at a significance level of 0.05 to test the research hypotheses, followed by the LSD test. The findings indicated that there was a significant difference in scientific reasoning skills between students in the RICOSRE class and conventional class, with p (0.000) < (0.05). This result implies that the online platform-based RICOSRE learning model is one of the problem-based learning models capable of improving students’ scientific reasoning skills.

Scientific reasoning skills are necessary to be achieved high school students to encounter competition in the 21st century. This study aims to explore the students’ scientific reasoning skills in a fluid and its relation to project activities. This research is a qualitative study with a case study design that focuses on students’ scientific reasoning skills on fluid. The subjects in this study were high school class XI students who attended project activities. Data were collected by analyzing the results of students’ written tests, observations, and interviews. The results of the study show the relationship between students’ scientific reasoning skills and project activities in a fluid. These show common mistakes made by students in scientific reasoning, such as testing all variables (including variables that not related to the questions), testing incorrect variables, focusing on one variable, and depending on prior knowledge, could not determine the relationship between dependent and independent variable. Scientific reasoning skills are essential to be trained in learning through project activities. This study recommends teachers to apply project-based learning to explore students’ scientific reasoning skills in large and heterogeneous groups.

The objective of this study was to investigate students in Grade 9 on scientific reasoning skills by combining basic learning about advertising. The s amples were 30 students in Grade 9 at Khon Kaen Demonstration Secondary School, Khon Kaen Province. In this study, interpretative paradigm was used to analyze teaching and learning activities aiming at enhancing students’ scientific reasoning skills through advertising as literature. Data were collected from class observation and assignment that reflect students’ scientific reasoning process based on the Four-Phased Approach of Reasoning proposed by Wu [1] that consists of 4 phases: (1) Issues identification as to identify key issues, (2) Clarification as to clarify personal views or attitudes toward issues, (3) Discussion and Defense as to logically present viewpoints and discuss them, and (4) Synthesis and Conclusion. Students were challenged to express their arguments regarding adverting they have exposed to and seek appropriate solutions to the problems. Students’ scientific reasoning process to analyse advertising as knowledge literacy also reflects their problem-solving skills. The results showed that students could express their opinions in logical thinking process by starting from 1) identifying issues, 2) clarifying viewpoints on adverting, 3) discussing and defensing, and 4) synthesizing and concluding. Therefore, using advertising as literature to induce students can significantly develop their scientific reasoning skills . This study also presents practical implications to enhance students’ scientific reasoning through learning activities of literary advertising.

The scientific reasoning skill in Indonesia is still considered low and research is rarely done, whereas in addition to having a long-term impact on cognitive development and academic achievement, scientific reasoning skill also prepares students to be able to compete in the global era. The importance of scientific reasoning skill also listed in Permendikbud Nomor 64 Tahun 2013 and Permendikbud Nomor 21 Tahun 2016. This descriptive study aims to describe the scientific reasoning skill of high school students in South Tangerang and obtain information about the importance of scientific reasoning skill. This research was conducted at 6 high schools in South Tangerang City based on cluster random sampling. The instrument used was a description test using the material of the circulatory system based on 5 Karplus scientific reasoning patterns that were developed, then the results of the tests were categorized based on the level of scientific reasoning. The results of this study are the Serial Ordering pattern 15.26%, Class Inclusion Reasoning 11.7%, Correlational Reasoning 8.57%, Theoretical Reasoning 6.28% and Functionality Reasoning 6.75%, and the category of scientific reasoning ability from all schools at the transition level.

Physics learning in senior high school faces challenges in developing students' scientific reasoning ability. This study aims to examine students' scientific reasoning ability through project-based learning of briquette making and its effect on improving students' critical thinking ability, especially in SMA Negeri 1 Jatiroto, to improve a more effective understanding of physics. The research was conducted at SMA Negeri 1 Jatiroto, Lumajang Regency, in semester one of the 2024/2025 scholastic year. The population of the research sample was class X students, which was determined using homogeneity test and random sampling technique or purposive sampling. The research design used Quasi Experimental with pre-test and post-test. Data collection was done through tests, observations, interviews, and documentation. The pre-test and post-test results showed a significant increase in the experimental class, with a higher mean post-test result (84) than the control class (50). Data analysis displayed a significant difference between the two groups, indicating that the project-based learning model had a beneficial effect on enhancing performance students' scientific reasoning skills. Thus, project-based learning in briquette making is proven to be able to encourage increased understanding of physics concepts while developing students' critical thinking skills more effectively.

Scientific reasoning is a fundamental skill that must be developed in higher education, particularly in science-related disciplines. However, existing learning resources often lack an explicit focus on data interpretation and evidence-based analysis, both essential for scientific reasoning. This study aimed to develop and evaluate the validity, practicality, and effectiveness of a data literacy-based e-module designed to enhance undergraduate students’ scientific reasoning skills. Employing a design and development approach based on the ADDIE model, the research included analysis, design, development, implementation, and evaluation stages. The e-module was developed by aligning curriculum needs, scientific reasoning indicators, and core data literacy principles. Content and construct validity were assessed through expert reviews, yielding high validity scores (above 3.7) and strong reliability (α = 0.83-0.94). Small-scale trials with undergraduate science education students demonstrated high levels of learning activity (72%-94%) and consistent student engagement throughout the learning phases. Students' scientific reasoning improved significantly, with N-Gain scores ranging from 0.49 to 0.74, categorized as moderate to high, particularly in indicators such as proportional thinking. Statistical tests indicated no significant differences between class groups, suggesting consistent effectiveness across cohorts. Student feedback was overwhelmingly positive, with agreement levels reaching 100% on most evaluation indicators. This research contributes to the advancement of pedagogical design by integrating data literacy into the scientific reasoning process, offering a replicable learning resources that can be adapted across science disciplines to better prepare students for data-driven scientific inquiry in the digital era.

Scientific reasoning skills now days become discussed among scholars because its importance in every daily life.As a part of 21 st -century skills, it is necessary to promote it in science courses, especially in biology lessons.The purpose of this research is to enhance students' scientific reasoning skills.Students who participate in this research were enrolled for the plant physiology course.The research was conducted during September-December 2022 at Universitas Negeri Malang.The learning process was carried out through Problem-based Learning.Classroom learning is done by implementing lesson study to improve each learning process.The research instruments were chapter design.Lesson design, lesson plan, and essay test of scientific reasoning skills refer to the rubric of scientific reasoning by the AACU (2010).The scientific reasoning achievement of students in the Plant Physiology course has increased from the initial, middle, and final tests.The average achievement of scientific reasoning on the initial, middle, and final tests, respectively, is 54.17, 63.13, and 72.56.The n-gain score of the scientific reasoning skills of students is 0.65 in the medium category.Meanwhile, the achievement of students' scientific reasoning on the Topic or Argument Selection indicator is 0.58 in the medium category; Existing Knowledge, Research, and/or Views of 0.75 in the high category; Analysis of 0.64 in the medium category; and Conclusions, Limitations, and Implications of 0.57 in the medium category.

Scientific literacy is one of the crucial skills necessary for making informed decisions and evaluating evidence. Despite the fact that the overall results of Slovak students in scientific literacy are lower than the average for OECD countries, there is still a lack of interventions focusing explicitly on fostering scientific literacy in the educational system. Therefore, this literature review aims to determine: 1. types of interventions that can be used to foster scientific literacy; 2. the main features of interventions responsible for their effectiveness. The authors conducted a content analysis of 40 empirical scientific papers, focusing on two aspects of scientific literacy: scientific reasoning ability and attitudes toward science. The study indicates that scientific reasoning ability can be effectively improved with the interventions focused on 1. scientific argumentation; 2. understanding nature of science; 3. process of scientific discovery. Interventions focused on improving attitudes toward science share similar characteristics as interventions focused on scientific reasoning and can be classified similarly. Other aspects, such as the level of guidance, teaching strategy, gender, and domain of the intervention can also play an important role.

This study aims to design and evaluate a STEM hybrid research-based learning (STEM-Hybrid RBL) model to enhance undergraduate students’ scientific reasoning skills. This research adopted a design and development methodology, comprising six stages: problem identification, literature review, prototype design and development, prototype testing, evaluation, and dissemination. Expert validation revealed high content validity for all aspects. Practicality tests involving lecturers and students showed that the model is easy to implement and well-aligned with science learning needs. Effectiveness was tested using the t-test showed a value of t (48) = -4.670 with p &amp;lt; 0.001, which means there is a significant difference between the means of the two groups. These findings indicated that the STEM-Hybrid RBL model is pedagogically sound, practically applicable, and effective in supporting students’ scientific reasoning development in higher education. Integrating STEM principles with hybrid research-based learning addresses constraints in laboratory access and fosters active, contextual, and collaborative learning.

This study examines progression trends of Chinese students’ scientific reasoning skills across grade levels from elementary school to university. A large-scale survey using the Classroom Test of Scientific Reasoning (CTSR) was conducted with 2669 Chinese students at 13 grade levels (grades 4–16). The construct validity of the CTSR was first examined using Rasch analysis to verify that the various reasoning sub-skills targeted by the test (hypothetical-deductive reasoning, proportional reasoning, correlation reasoning, probabilistic reasoning, and control of variables) form a cohesive cognitive construct. Based on an affirmative result, we proceeded to fit grade-level averages to the best-fit logistic regression model and generated trend lines for the reasoning sub-skills measured by the CTSR. Results show that the cross-grade progression trends generally follow continuous paths through increasingly greater levels of improvement. While all sub-skills display a noticeable growth during middle and high school years, they progress across the grades with different rates. Specifically, the development of proportional reasoning is fast-paced and large, but the progression of hypothetical-deductive reasoning and control of variables is markedly tardy and small. Formal science instruction, particularly the emergence of multiple domain-specific science courses in middle and high school, can influence the cross-grade progression trends. Possible causes and future improvement in science education are proposed. This study contributes to our understanding about the development of scientific reasoning and offers important implications for science instruction and research at different grades.

Scientific reasoning is one of the higher order thinking skills that are systematic and logical by using the scientific method in solving problems. Scientific reasoning skills are crucial to build students' understanding of the main concepts followed by the ability to communicate them to others. Moreover, it also has a long-term impact on students’ academic achievement. The aim of this study was to identify students' scientific reasoning in order that it affects the development of scientific reasoning abilities as a learning paradigm in 21 st century, especially in the learning process of biology. The final results of this study are expected to be the foundation for empowering students' scientific reasoning abilities. This study used a test of scientific reasoning ability on virus material utilizing instrument adapted from Lawson (1978). The test consisted of 12 essay questions with 8 content questions and 4 reasoned questions. This reaseach is a descriptive study conducted on students from class X MIPA 2 and X MIPA 3 at SMA Adabiah Padang. The results showed that the scientific reasoning abilities of students in both classes were mostly in the low and medium criteria, in other words, none of the students from the two classes had high scientific reasoning ability. In conlusion, many students have low scientific reasoning skills. The students from X MIPA 2 and X MIPA 3 had the lowest scientific reasoning ability on analysis and argumentation. On the other hand, the best reasoning skill in both classes was found in the indicator of knowledge. Keywords: Scientific Reasoning Ability

Inquiry-based learning can be considered a critical component of science education in which students can assess their understanding of scientific concepts and scientific reasoning skills while actively constructing new knowledge through different types of activity levels. However, engaging in inquiry activities can be cognitively demanding for students, especially those with low prior knowledge of scientific reasoning skills (reasoning ability). Learning new information when preexisting schemata are absent entails more interacting elements and thus imposes a high working memory load, resulting in lower long-term learning effects. Borrowing knowledge from others via video modeling examples before carrying out an inquiry task provides learners with more working memory capacity to focus on problem-solving strategies and construct useful cognitive schemata for solving subsequent (virtual) inquiry tasks (Kant, Scheiter, and Oschatz, 2017). The goal of the present study (N = 174 6/7th graders) is to investigate the benefits of combining example-based learning with physical, hands-on investigations in inquiry-based learning for acquiring scientific reasoning skills. The study followed a 2 (video modeling example vs. no example) x 2 (guided vs. structured inquiry) x 2 (retention interval: immediate vs. delayed) mixed-factorial design. In addition, the students’ need for cognition (Preckel, 2013), cognitive abilities (Heller and Perleth, 2000), (intrinsic, extraneous and germane) cognitive load (Cierniak, Scheiter, and Gerjets, 2009) and performance success were measured. Although the results of an intermediate test after the first manipulation were higher among students who watched a video modeling example (d =.97), combining video modeling examples with inquiry was not found to benefit performance success. Furthermore, regardless of manipulation, all students achieved equal results on an assessment immediately following the inquiry task. Only in the long run did a video modeling example prove to be advantageous for guided inquiry (ηp2 = .023). A video modeling example turned out to be a crucial prerequisite for the long-term effectiveness of guided inquiry because it helped create stable problem-solving schemata; however, the long-term retention of structured inquiry did not rely on a video modeling example.

An initial sample of 94 students enrolled in a first-term general chemistry course was tested with paired algorithmic–conceptual questions, which included questions first used by Nurrenbern and Pickering. The topics of these questions were density, stoichiometry, gas laws, and molarity. Scientific reasoning skill was measured with the Classroom Test of Scientific Reasoning. The skills assessed by this instrument are conservation of weight, conservation of displaced volume, proportional thinking, identification and control of variables, probabilistic thinking, correlational thinking, and hypothetico-deductive reasoning. Results showed that success on algorithmic questions was always higher than on conceptual questions, verifying the results of previous studies. Additionally, the students with better reasoning ability outperformed students with poorer reasoning ability on all question types, and the scores of the better reasoners were significantly higher than those of the poorer reasoners on three of the four conceptual questions administered, as well as on the ACS final examination. The results indicate that variation in scientific reasoning skills is one cause of the gap between algorithmic and conceptual problem-solving ability.

This research shows an audience of fellow computer science teachers that there is benefit in testing college student's scientific reasoning skills and that the students increase their logical thinking skills in computer science classes when they are presented with real world problems, engaged in group activities, and given hands-on experiments.Students' scientific reasoning skills from several different computer science courses are analyzed and tested before and after taking the computer science course to measure their improvement in logical thinking. The higher order thinking skills test results are compared, and the overall class and individual student improvement between the classes that use different teaching strategies are analyzed. Also, the test results are compared with students' ability to perform adequately in a computer science course. This information is valuable to advisors when placing students in computer science courses.In the assessments of students' entering knowledge and evaluations of students' thinking improvement, the students' individual higher order thinking skills as well as their overall level of cognitive development are analyzed. Through the analysis of their individual skills and level of thinking, one can expand conclusions about the students' and teacher's performance over time.