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Correlation Analysis of High School Students’ Coursework and Reasoning

Correlation Analysis of High School Students’ Coursework and Reasoning. Mark Schober 1 Hugh Ross 2 , Kathleen Koenig 3 , Lei Bao 4 John Burroughs School (1) Guerin Catholic High School (2) Wright State University (3) The Ohio State University (4). Why Study Scientific Reasoning?.

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Correlation Analysis of High School Students’ Coursework and Reasoning

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  1. Correlation Analysis of High School Students’ Coursework and Reasoning Mark Schober1 Hugh Ross2, Kathleen Koenig3, Lei Bao4 John Burroughs School(1) Guerin Catholic High School(2) Wright State University(3) The Ohio State University(4)

  2. Why Study Scientific Reasoning? Scientific Reasoning - Tools that transform observations and ideas into knowledge Natural phenomena as seen by novice learners of science Natural phenomena as seen by skilled science practioners

  3. Assessments used in Study • Lawson Classroom Test of Scientific Reasoning • Force Concept Inventory

  4. Two High Schools in Study • John Burroughs School • Private school, select admission • Algebra-trig based regular physics (39 juniors) • Guerin Catholic High School • Private school, open enrollment • Honors physics students (42 seniors)

  5. Lawson (pre instruction)-FCI (post instruction) Correlations

  6. Additional Correlations for Guerin HS

  7. Lawson Correlation to Prior Math & Science Courses Correlations between prior math and science courses taken and Lawson for grades 9-12 [n = 265 students at Guerin High School]

  8. Summary and Future Work • Physics success isn’t just about teaching content -- success is linked to student scientific reasoning skills. • Scientific reasoning ability linked to prior math and science instruction • Lawson as a pre-test identifies students needing scientific reasoning skill development. • Identify instructional techniques that strengthen SR skills and weaken Lawson-FCI correlation. Measure with Lawson as a pre and post-test. Kathy Koenig:kathy.koenig@wright.edu

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