Scientific Reasoning Rubric Scientific Reasoning Rubric Revision Process at MC3 Revision Process at MC3 Tracy Kaiser-Goebel, M. Kris Bompadre Tracy Kaiser-Goebel, M. Kris Bompadre And James Bretz And James Bretz
What Triggered the Change? What Triggered the Change? 2016- CORE Revision Process which included rubric design 2016- CORE Revision Process which included rubric design Streamlined General Education into 6 Categories: Streamlined General Education into 6 Categories: Aesthetic sensibility Aesthetic sensibility Cultural awareness and diversity Cultural awareness and diversity Oral and written communication Oral and written communication Ethical perspectives Ethical perspectives Technological fluency Technological fluency Scientific and quantitative reasoning Scientific and quantitative reasoning
Why split Quantitative from Scientific Why split Quantitative from Scientific Reasoning? Reasoning? Combined two different ways of thinking onto a single rubric Combined two different ways of thinking onto a single rubric Historically, rubric design did not have much direct involvement Historically, rubric design did not have much direct involvement from STEM from STEM The finished product used language that was not specific to the The finished product used language that was not specific to the STEM discipline STEM discipline “Cherry-picking” and “off the shelf” “Cherry-picking” and “off the shelf”
What should a scientifically literate What should a scientifically literate student look like? student look like? There has been a call to incorporate more features of There has been a call to incorporate more features of authentic science into educational contexts (see Chinn & authentic science into educational contexts (see Chinn & Hmelo-Silver, 2002) so that students may develop reasoning Hmelo-Silver, 2002) so that students may develop reasoning processes and epistemological understanding that is truer processes and epistemological understanding that is truer to real scientific inquiry , and which will promote the skills to real scientific inquiry , and which will promote the skills and dispositions to help students to become “little scientists” and dispositions to help students to become “little scientists” and scientifically literate adults (Metz, 2004; O’Neill & and scientifically literate adults (Metz, 2004; O’Neill & Polman, 2004). Polman, 2004).
What is involved in scientific investigation? What is involved in scientific investigation? Includes numerous procedural and conceptual activities such as: Includes numerous procedural and conceptual activities such as: asking questions, making predictions, hypothesizing, designing experiments asking questions, making predictions, hypothesizing, designing experiments using apparatus, Observing, measuring using apparatus, Observing, measuring being concerned with accuracy, precision and error, being concerned with accuracy, precision and error, recording and interpreting data recording and interpreting data consulting data records, evaluating evidence, verification consulting data records, evaluating evidence, verification reacting to contradictions or anomalous data, presenting and assessing arguments reacting to contradictions or anomalous data, presenting and assessing arguments Constructing explanations (to self and others) Constructing explanations (to self and others) coordinating theory and evidence coordinating theory and evidence performing statistical calculations, making inferences, and formulating and revising performing statistical calculations, making inferences, and formulating and revising theories or models 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 The Domain-Specific Approach: Declarative Knowledge about Scientific Concepts Scientific Concepts complements complements The Domain-General Approach: Procedural Knowledge and Skills of The Domain-General Approach: Procedural Knowledge and Skills of Scientific Investigation Scientific Investigation Scientific inquiry, such as experimental design and evidence Scientific inquiry, such as experimental design and evidence evaluation. evaluation. Hypothesis, Experiment, Evidence evaluation process Hypothesis, Experiment, Evidence evaluation process Leads to a new hypothesis….. Leads to a new hypothesis…..
What then is the Definition of Scientific What then is the Definition of Scientific Reasoning? Reasoning? Scientific reasoning is the foundation supporting the entire structure of logic Scientific reasoning is the foundation supporting the entire structure of logic underpinning scientific research. underpinning scientific research. Scientific thinking refers to both thinking about the content of science and the set Scientific thinking refers to both thinking about the content of science and the set of reasoning processes that permeate the field of science : induction, deduction, of reasoning processes that permeate the field of science : induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, experimental design, causal reasoning, concept formation, hypothesis testing, and so on. and so on. Scientific reasoning (SR), broadly defined, includes the thinking skills involved in Scientific reasoning (SR), broadly defined, includes the thinking skills involved in inquiry, experimentation, evidence evaluation, inference and argumentation inquiry, experimentation, evidence evaluation, inference and argumentation that are done in the service of conceptual change or scientific understanding . that are done in the service of conceptual change or scientific understanding . Scientific reasoning, by definition, involves both conceptual understanding and Scientific reasoning, by definition, involves both conceptual understanding and inquiry skills. inquiry skills.
How can a scientifically literate individual How can a scientifically literate individual model scientific reasoning? model scientific reasoning? SDSS Model: SDSS Model: Klahr’s (2000) Scientific Discovery as Dual Search (SDDS) model is a Klahr’s (2000) Scientific Discovery as Dual Search (SDDS) model is a descriptive framework of the cognitive processes involved in scientific descriptive framework of the cognitive processes involved in scientific discovery and integrates elements of the concept-formation approach with discovery and integrates elements of the concept-formation approach with the reasoning and problem-solving approach into a single coherent model. the reasoning and problem-solving approach into a single coherent model. Participants actively engage in all aspects of the scientific discovery process Participants actively engage in all aspects of the scientific discovery process so that researchers can track the development of conceptual knowledge so that researchers can track the development of conceptual knowledge and reasoning strategies . 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 From 2007-2009 the Association of American Colleges and Universities (AACU) took on the Liberal Education and American’s Promise (LEAP) (AACU) took on the Liberal Education and American’s Promise (LEAP) initiative with over 100 faculty nationwide developing Valid initiative with over 100 faculty nationwide developing Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics Assessment of Learning in Undergraduate Education (VALUE) rubrics to assess essential learning outcomes. to assess essential learning outcomes. VALUE rubrics have been used nationwide for over a decade VALUE rubrics have been used nationwide for over a decade addressing sixteen outcomes including problem solving and critical addressing sixteen outcomes including problem solving and critical thinking, but none specifically tailored to science outcomes. thinking, but none specifically tailored to science outcomes.
What are your VALUE Options? What are your VALUE Options? Personal and Social Responsibility Intellectual and Practical Intellectual and Practical Skills Skills Civic engagement—local and global Inquiry and analysis Inquiry and analysis Intercultural knowledge and competence Ethical reasoning Critical thinking Critical thinking Foundations and skills for lifelong learning Creative thinking Creative thinking Global learning Written communication Written communication Integrative and Applied Learning Oral communication Oral communication Integrative learning Reading Reading Quantitative literacy Quantitative literacy Information literacy Information literacy Teamwork Teamwork Problem solving Problem solving
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