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Scientific Reasoning Rubric Revision Process at MC3

Tracy Kaiser-Goebel, M. Kris Bompadre And James Bretz

Scientific Reasoning Rubric Revision Process at MC3

Tracy Kaiser-Goebel, M. Kris Bompadre And James Bretz

What Triggered the Change? What Triggered the Change?

2016- CORE Revision Process which included rubric design Streamlined General Education into 6 Categories:  Aesthetic sensibility  Cultural awareness and diversity  Oral and written communication  Ethical perspectives  Technological fluency  Scientific and quantitative reasoning 2016- CORE Revision Process which included rubric design Streamlined General Education into 6 Categories:  Aesthetic sensibility  Cultural awareness and diversity  Oral and written communication  Ethical perspectives  Technological fluency  Scientific and quantitative reasoning

Why split Quantitative from Scientific Reasoning? Why split Quantitative from Scientific Reasoning?

 Combined two different ways of thinking onto a single rubric  Historically, rubric design did not have much direct involvement from STEM  The finished product used language that was not specific to the STEM discipline

“Cherry-picking” and “off the shelf”

 Combined two different ways of thinking onto a single rubric  Historically, rubric design did not have much direct involvement from STEM  The finished product used language that was not specific to the STEM discipline

“Cherry-picking” and “off the shelf”

What should a scientifically literate student look like? What should a scientifically literate student look like?

There has been a call to incorporate more features of authentic science into educational contexts (see Chinn & Hmelo-Silver, 2002) so that students may develop reasoning processes and epistemological understanding that is truer to real scientific inquiry, and which will promote the skills and dispositions to help students to become “little scientists” and scientifically literate adults (Metz, 2004; O’Neill & Polman, 2004). There has been a call to incorporate more features of authentic science into educational contexts (see Chinn & Hmelo-Silver, 2002) so that students may develop reasoning processes and epistemological understanding that is truer to real scientific inquiry, and which will promote the skills and dispositions to help students to become “little scientists” and scientifically literate adults (Metz, 2004; O’Neill & Polman, 2004).

What is involved in scientific investigation? What is involved in scientific investigation?

Includes numerous procedural and conceptual activities such as:  asking questions, making predictions, hypothesizing, designing experiments  using apparatus, Observing, measuring  being concerned with accuracy, precision and error,  recording and interpreting data  consulting data records, evaluating evidence, verification  reacting to contradictions or anomalous data, presenting and assessing arguments  Constructing explanations (to self and others)  coordinating theory and evidence  performing statistical calculations, making inferences, and formulating and revising theories or models Includes numerous procedural and conceptual activities such as:  asking questions, making predictions, hypothesizing, designing experiments  using apparatus, Observing, measuring  being concerned with accuracy, precision and error,  recording and interpreting data  consulting data records, evaluating evidence, verification  reacting to contradictions or anomalous data, presenting and assessing arguments  Constructing explanations (to self and others)  coordinating theory and evidence  performing statistical calculations, making inferences, and formulating and revising theories or models

Why not just assess the scientific method? Why not just assess the scientific method?

What is Declarative Knowledge v. Skills? What is Declarative Knowledge v. Skills?

 The Domain-Specific Approach: Declarative Knowledge about Scientific Concepts complements  The Domain-General Approach: Procedural Knowledge and Skills of Scientific Investigation Scientific inquiry, such as experimental design and evidence evaluation. Hypothesis, Experiment, Evidence evaluation process Leads to a new hypothesis…..  The Domain-Specific Approach: Declarative Knowledge about Scientific Concepts complements  The Domain-General Approach: Procedural Knowledge and Skills of Scientific Investigation Scientific inquiry, such as experimental design and evidence evaluation. Hypothesis, Experiment, Evidence evaluation process Leads to a new hypothesis…..

What then is the Definition of Scientific Reasoning? What then is the Definition of Scientific Reasoning?

 Scientific reasoning is the foundation supporting the entire structure of logic underpinning scientific research.  Scientific thinking refers to both thinking about the content of science and the set

• f reasoning processes that permeate the field of science: induction, deduction,

experimental design, causal reasoning, concept formation, hypothesis testing, and so on.  Scientific reasoning (SR), broadly defined, includes the thinking skills involved in inquiry, experimentation, evidence evaluation, inference and argumentation that are done in the service of conceptual change or scientific understanding.  Scientific reasoning, by definition, involves both conceptual understanding and inquiry skills.  Scientific reasoning is the foundation supporting the entire structure of logic underpinning scientific research.  Scientific thinking refers to both thinking about the content of science and the set

• f reasoning processes that permeate the field of science: induction, deduction,

experimental design, causal reasoning, concept formation, hypothesis testing, and so on.  Scientific reasoning (SR), broadly defined, includes the thinking skills involved in inquiry, experimentation, evidence evaluation, inference and argumentation that are done in the service of conceptual change or scientific understanding.  Scientific reasoning, by definition, involves both conceptual understanding and inquiry skills.

How can a scientifically literate individual model scientific reasoning? How can a scientifically literate individual model scientific reasoning?

SDSS Model: Klahr’s (2000) Scientific Discovery as Dual Search (SDDS) model is a descriptive framework of the cognitive processes involved in scientific discovery and integrates elements of the concept-formation approach with the reasoning and problem-solving approach into a single coherent model. Participants actively engage in all aspects of the scientific discovery process so that researchers can track the development of conceptual knowledge and reasoning strategies. SDSS Model: Klahr’s (2000) Scientific Discovery as Dual Search (SDDS) model is a descriptive framework of the cognitive processes involved in scientific discovery and integrates elements of the concept-formation approach with the reasoning and problem-solving approach into a single coherent model. Participants actively engage in all aspects of the scientific discovery process so that researchers can track the development of conceptual knowledge and reasoning strategies.

Who came up with AAC&U VALUE Rubrics? Who came up with AAC&U VALUE Rubrics?

From 2007-2009 the Association of American Colleges and Universities (AACU) took on the Liberal Education and American’s Promise (LEAP) initiative with over 100 faculty nationwide developing Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics to assess essential learning outcomes. VALUE rubrics have been used nationwide for over a decade addressing sixteen outcomes including problem solving and critical thinking, but none specifically tailored to science outcomes. From 2007-2009 the Association of American Colleges and Universities (AACU) took on the Liberal Education and American’s Promise (LEAP) initiative with over 100 faculty nationwide developing Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics to assess essential learning outcomes. VALUE rubrics have been used nationwide for over a decade addressing sixteen outcomes including problem solving and critical thinking, but none specifically tailored to science outcomes.

What are your VALUE Options? What are your VALUE Options?

 Intellectual and Practical Skills  Inquiry and analysis  Critical thinking  Creative thinking  Written communication  Oral communication  Reading  Quantitative literacy  Information literacy  Teamwork  Problem solving  Intellectual and Practical Skills  Inquiry and analysis  Critical thinking  Creative thinking  Written communication  Oral communication  Reading  Quantitative literacy  Information literacy  Teamwork  Problem solving

Personal and Social Responsibility Civic engagement—local and global Intercultural knowledge and competence Ethical reasoning Foundations and skills for lifelong learning Global learning Integrative and Applied Learning Integrative learning

How was the MC3 Scientific Reasoning Rubric drafted? How was the MC3 Scientific Reasoning Rubric drafted?

Combined VALUE rubrics with a 3 tier (vs.4) scoring grid  Inquiry & Analysis  Problem Solving Compared it to the VALUE rubric on  Quantitative Literacy  Current MC3 combined Quantitative and Scientific Reasoning Rubric Combined VALUE rubrics with a 3 tier (vs.4) scoring grid  Inquiry & Analysis  Problem Solving Compared it to the VALUE rubric on  Quantitative Literacy  Current MC3 combined Quantitative and Scientific Reasoning Rubric

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Kris Bompadre, 11/9/2019

Which faculty were involved in revision? Which faculty were involved in revision?

 STEM faculty met to discuss Definition of Scientific reasoning Framing Language Importance of incorporating a lab course Importance of evidence embedded throughout the course  Curriculum Committee  Educational Effectiveness Committee  STEM faculty met to discuss Definition of Scientific reasoning Framing Language Importance of incorporating a lab course Importance of evidence embedded throughout the course  Curriculum Committee  Educational Effectiveness Committee

So where do YOU go from here? So where do YOU go from here?

 How does your institution meet the Middle States standard for Scientific and Quantitative Reasoning?  What does a scientifically literate student look like at your school?  How does your institution meet the Middle States standard for Scientific and Quantitative Reasoning?  What does a scientifically literate student look like at your school?

What does a scientifically literate student look like? What does a scientifically literate student look like?

 Do they evaluate information from a variety of sources and perform inductive and deductive reasoning?  Can they perform scientific inquiry (collection and use of qualitative and quantitative data)?  Do they understand the scientific method? Can they apply it to a problem?  Do they memorize scientific facts (i.e. the definition of a eukaryote)?  Do they evaluate information from a variety of sources and perform inductive and deductive reasoning?  Can they perform scientific inquiry (collection and use of qualitative and quantitative data)?  Do they understand the scientific method? Can they apply it to a problem?  Do they memorize scientific facts (i.e. the definition of a eukaryote)?

Contact Information Contact Information

• M. Kris Bompadre, M.S.

Biology Assistant Professor STEM Division Montgomery County Community College kbompadre@mc3.edu

• M. Kris Bompadre, M.S.

Biology Assistant Professor STEM Division Montgomery County Community College kbompadre@mc3.edu James Bretz, Ph.D. Dean of STEM Montgomery County Community College jbretz@mc3.edu Tracy Kaiser-Goebel, M.S., M.Ed Director of Educational Effectiveness and Communication Studies Instructor Montgomery County Community College tgoebel@mc3.edu