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|Title:||Toward an Integrated Framework of Scientific Reasoning|
|Publisher:||Singapore: International Society of the Learning Sciences|
|Citation:||Liu, S. (2016). Toward an Integrated Framework of Scientific Reasoning In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.|
|Abstract:||This paper proposes an integrated framework, PREP, to capture the dynamic relationship among key influential factors of scientific reasoning, including prior knowledge (P), reading capacity (R), epistemic beliefs (E), and personal attributes (P). Empirical evidence from a qualitative study is presented as we elaborate and further develop this framework. In this study, twenty-six undergraduate students were interviewed to reason about competing arguments on global climate change. In-depth analysis of participants’ interview responses demonstrated important characteristics of the cognitive processes and underpinning mechanisms of scientific reasoning. This work adds to ongoing discussion about the nature of scientific reasoning and provides a holistic approach to characterizing and evaluating scientific reasoning. Furthermore, by capturing important features of individuals’ reasoning when faced with climate issues, this work has significant implications for classroom science teaching and learning.|
|Appears in Collections:||ICLS 2016|
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