Dissertation/Thesis Abstract

Differences Between Modeling InstructionTM and Non-Modeling Instruction in High School Biology Student Scientific Reasoning
by Dooley, Chantel Marie, Ph.D., Grand Canyon University, 2020, 254; 28025220
Abstract (Summary)

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.

Indexing (document details)
Advisor: Mulvey, Genna
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
Source Type: DISSERTATION
Subjects: Psychobiology, Cognitive psychology, Secondary education, Educational psychology, Science education
Keywords: Constructivism, Inquiry instruction, Modeling, Modeling Instruction, Pedagogical practice, Scientific reasoning
Publication Number: 28025220
ISBN: 9798662464223
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