Researchers in science education identified scientific reasoning as an educational skill all students should develop across all grade levels. Modeling Instruction (MI) provides teachers with a pedagogical practice to guide students through the Modeling Cycle for the development of conceptual models and enhances student ability to develop scientific reasoning and hypothetical-deductive reasoning as measured by the Lawson Classroom Test of Scientific Reasoning (LCTSR). The purpose of this quantitative causal-comparative study was to determine if there was a difference in measures of scientific and hypothetical-deductive reasoning between MI and non-MI teaching strategies in high school biology students in suburban Tennessee. This study analyzed archival matched student response sheets of high school biology students who had received MI (n = 86) or non-MI (n = 78) during the 2016 – 2017 academic school year. Findings from an independent t-test indicated students who received MI has greater gains in scientific reasoning in comparison to students who received non-MI, t(153.28) = 2.68) = 2.67, p = .008, d = .415. Findings from causal-comparative independent t-test indicated high school biology students who received instruction in MI has no statistical difference in hypothetical-deductive reasoning in comparison to students who received instruction in non-MI, t(159.07) = 1.41, p > .05, d = .219. The results from this study provide insight on why teachers should integrate MI pedagogical practices enhancing student ability to develop scientific reasoning skills in preparation for higher education and citizen-level science literacy.
|Commitee:||Megowan-Romanowicz, Colleen, Landry, Victor|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Psychobiology, Cognitive psychology, Secondary education, Educational psychology, Science education|
|Keywords:||Constructivism, Inquiry instruction, Modeling, Modeling Instruction, Pedagogical practice, Scientific reasoning|
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