Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1120
Title: Fostering Scientific Reasoning. A Meta-analysis on Intervention Studies
Authors: Engelmann, Katharina
Fischer, Frank
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Engelmann, K. & Fischer, F. (2014). Fostering Scientific Reasoning. A Meta-analysis on Intervention Studies. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 246-253.
Abstract: Pedagogical intervention for scientific reasoning is a highly relevant topic in science education and outside the classroom. A systematic analysis of the success of interventions on scientific reasoning is still missing, leaving unanswered questions regarding the magnitude of the effect of interventions for scientific reasoning; and which factors in the intervention and the assessment explain differences between studies. Effect sizes taken from 15 studies were included in a meta-analysis. The results revealed a large effect of interventions on scientific reasoning (g = 0.80). Moderator analyses included learning activities and, surprisingly, showed that constructive activities yielded larger effects than interactive ones. The meta-analysis is limited by the number of studies included. Nevertheless, the results show that scientific reasoning can be fostered, though the success of the intervention depends on variables in its content, pedagogy, and assessment.
URI: https://doi.dx.org/10.22318/icls2014.246
https://repository.isls.org//handle/1/1120
Appears in Collections:ICLS2014

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