Skip to main content

Advertisement

Log in

Scientific Reasoning and Its Relationship with Problem Solving: the Case of Upper Primary Science Teachers

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

This study aimed at identifying the levels of scientific reasoning of upper primary stage (grades 4–7) science teachers based on their use of a problem-solving strategy. The study sample (N = 138; 32 % male and 68 % female) was randomly selected using stratified sampling from an original population of 437 upper primary school teachers. The scientific reasoning test was based on a problem-solving strategy and consisted of five parts (32 items) covering basic problem-solving skills. Descriptive and inferential statistics were used to interpret the data. Results indicated that the level of scientific reasoning of these science teachers was high with significant gender differences (p ≤ 0.05) on levels of scientific reasoning that favored the female teachers. The results also showed no significant differences (p > 0.05) in scientific thinking among teachers with different experiences, qualifications, and specializations. These results support holding professional development courses for teachers to develop their scientific reasoning and thinking skills.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Abdul Aziz, S. (2007). Talim At-tafkir wa Asasiyyatoh [Teaching thinking and its skills]. Amman, Jordan: Dar Al Thaqafa.

  • Abu Thoaeb, A. (2005). Ostawa al-Tafkir Al-elmi lada Moallemi Al-marhala Al-asasyya fi moderyat Qasabat Al-mafraq  [Level of scientific reasoning of teachers of primary school in Qasabat Al-mafraq] (Unpublished master’s thesis). Al-Mafraq, Jordan: Al-albayt University.

  • Acar, O. (2014). Scientific reasoning, conceptual knowledge, & achievement differences between prospective science teachers having a consistent misconception and those having a scientific conception in an argumentation-based guided inquiry course. Learning and Individual Differences, 30, 148–154. doi:10.1016/j.lindif.2013.12.002.

    Article  Google Scholar 

  • Al-Haddabi, D., Al-Folfili, S. & Al-olaibi, T. (2011). Mostawa Maharat At-tafkir Al-ibda’e lada At-talaba al-moallimin fi Al-aqsaam Al-ilmiyya fi Kolliyat At-tarbiyya wa Al-oloom At-tatbiqiyya [Level of creative thinking skills of science student teachers in scientific departments at the Faculty of Education]. The Arab Journal of Talent, 2(3), 34–57.

    Google Scholar 

  • Al-Jobaili, A. (2013). Al-forooq Al-ma’rifyya bayna Talabat Jameat Al-imam Mohammad in So’od Al-islamyya fi Mostawa maharaat hal Al-moshkila [Knowledge differences among students of Imam Muhammad bin Saud Islamic University in terms of level skills of problem solving]. Journal of Al-Oloom Al-insanyya wa Al-Ijtima’a, 29, 74–112.

    Google Scholar 

  • Al-Masaeed, A. (2011). At-tafkir Al-ilmi enda talabat Al-Jameah wa Alaqateh be Al-kafa’a Al-thatiyya Al-aamah fi Dawi ba’ad Al-motaghiraat [Relationship of scientific thinking skills with general self-efficiency for the student according to some variables]. Journal of Islamic University, 19(1), 679–707.

  • American Association for the Advancement of Science (1993). Benchmarks for science literacy: Project 2061. New York, NY: Oxford University Press.

    Google Scholar 

  • An-Najjar, H. (2009). Mostawa Al-qodra ala Hal Al-moshkila lada Moalimi wa Moalimat Thawi Soobat Al-tallom fi Madinat Jeddah [Level of teachers’, with learning disabilities, ability to solve problems in the city of Jeddah]. Journal of Psychological and Educational Research, 2, 127–148.

    Google Scholar 

  • An-Nimer, M. (2003). At-tafkir Al-ilmi wa At-tafkir An-naqdi in Bothoth Al-Khidma Al-ijtimaiyya [Scientific reasoning and critical thinking in the field of social service].  Alexandria, Egypt: Modern University.

  • Berland, L. K. & Hammer, D. (2012). Framing for scientific argumentation. Journal of Research in Science Teaching, 49(1), 68–94.

    Article  Google Scholar 

  • Chen, C.-T. & She, H.-C. (2015). The effectiveness of scientific inquiry with/without integration of scientific reasoning. International Journal of Science and Mathematics Education, 13(1), 1–20.

    Article  Google Scholar 

  • Coletta, V. P. & Philips, J. A. (2005). Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability. American Journal of Physics, 73(12), 1172–1182.

    Article  Google Scholar 

  • Ediger, M. (2013). Science and the common core state standards. Virginia Journal of Science Education, 5(1), 8–33.

    Google Scholar 

  • Ertmer, P. A. & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(40), 50–72.

    Google Scholar 

  • European Union (2011). Strategy for equality between women and men 2010–2015. Luxembourg: Publications Office of the European Union.

    Google Scholar 

  • Gaio, D. C., Moyses, S. J., Besinelli, J. C., Franca, B. H. & Moyses, S. T. (2010). Health promoting schools and their impact on the oral health of mentally disabled people in Brazil. Health Promotion International, 25(4), 452–434.

    Google Scholar 

  • Gallagher, S. A. (1997). Problem-based learning: where did it come from, what does it do, and where is it going? Journal for the Education of the Gifted, 20(4), 332–362.

    Google Scholar 

  • Gertzman, A. & Kolodner, J. L. (1996). A case study of problem-based learning in a middle-school science class: Lessons learned. Proceedings of ICLS ‘96. Charlottesville: AACE.

    Google Scholar 

  • Gha’eb, N. (2011). Istratijiyyat hal Al-moshkila lada Talabat Al-marhala Al-iedadiyya fiQadaa Khanqin [Problem-solving strategies of middle school students in the district of Khanqin]. Journal of Research Diyala Humanities, 52, 669–705.

    Google Scholar 

  • Harithy, E. (2000). Teaching science using problem solving strategy: Theory and practice. Riyad: Al-shaqri for Publishing and Distribution.

    Google Scholar 

  • Huang, T.-Y., Wu, H.-L., She, H.-C. & Lin, Y.-R. (2014). Enhancing students’ NOS views and science knowledge using Facebook-based scientific news. Educational Technology & Society, 17(4), 298–301.

    Google Scholar 

  • Kuhn, D. (2002). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 371–393). Oxford, England: Blackwell.

    Chapter  Google Scholar 

  • Kuhn, D. & Franklin, S. (2006). The second decade: What develops (and how). In W. Damon, R. M. Lerner, D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology (Cognition, perception and language 6th ed., Vol. 2, pp. 953–993). Hoboken, NJ: Wiley.

    Google Scholar 

  • Mayer, D., Sodian, B., Koerber, S. & Schwippert, K. (2014). Scientific reasoning in elementary school children: Assessment and relations with cognitive abilities. Learning and Instruction, 29(February), 43–55. doi:10.1016/j.learninstruc.2013.07.005.

    Article  Google Scholar 

  • Morris, B. J., Croker, S., Masnick, A. & Zimmerman, C. (2012). The emergence of scientific reasoning. In H. Kloos, B. J. Morris & J. Amaral (Eds.), Trends in cognitive development (pp. 61–82). Rijeka, Croatia: InTech.

    Google Scholar 

  • Nashwan, Y. (2005). At-tafkir Al-ilmi wa At-tarbiya Al-amaliyya [Scientific reasoning and practical process]. Amman, Jordan: Dar Al-Forqan.

  • National Research Council (1996). The national science education standards. Washington, DC: National Academies Press.

    Google Scholar 

  • National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. H. Quinn, H. A. Schweingruber & T. Keller (Eds.).  Washington, DC: National Academies Press.

  • Nawawra, S. (2012). At-tafkir Al-ilmi lada Moallimi Al-marhala Al-asasiyya al-Olya fi Mohafathat Bayt Lahem [Scientific reasoning of upper primary school teachers in Bethlehem Governorate] (Unpublished master’s thesis). Al-Quds University, Al-Quds, Palestine.

  • Osborne, J. (2013). The 21st century challenge for science education: Assessing scientific reasoning. Thinking Skills and Creativity, 10, 265–279.

    Article  Google Scholar 

  • Palestinian Curriculum Development Center (2014). School books 5–10. Ramallah, Palestine: Author. Retrieved from http://www.pcdc.edu.ps/ar/index.php?p=textbooks2 [in Arabic].

  • Ross, K., Lakin, L. & Callaghan, P. (2004). Teaching secondary science (2nd ed.). London, England: David Fulton.

  • Scherera, R. & Tiemann, R. (2014). Evidence on the effects of task interactivity and grade level on thinking skills involved in complex problem solving. Thinking Skills and Creativity, 11, 48–64.

    Article  Google Scholar 

  • Tajudin, N. M., Saad, N., Rahman, N. A., Yahaya, A., Alimon, H., Dollah, M. U. & Abd Karim, M. M. (2012). Mapping the level of scientific reasoning skills to instructional methodologies among Malaysian sciences, mathematics and engineering undergraduates. International Journal of Humanities and Social Science, 2(3), 147–153.

    Google Scholar 

  • Tümkaya, S., Aybek, B. & Aldağ, H. (2009). An investigation of university students’ critical thinking disposition and perceived problem solving skills. Eurasian Journal of Educational Research, 36, 57–74.

    Google Scholar 

  • Wilkening, F. & Sodian, B. (2005). Scientific reasoning in young children: Introduction. Swiss Journal of Psychology, 64(3), 137–139.

    Article  Google Scholar 

  • Yenice, N. (2011). Investigating pre-service science teachers’ critical thinking dispositions and problem solving skills in terms of different variables. Educational Research and Reviews, 6(6), 497–508.

    Google Scholar 

  • Yu, K-C., Fan, S-C. & Lin, K-Y. (2014). Enhancing students’ problem-solving skills through context-based learning. International Journal of Science and Mathematics Education. Advance online publication. doi:10.1007/s10763-014-9567-4.

  • Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172–223.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Wajeeh M. Daher.

Appendix

Appendix

Questionnaire (translated from Arabic)

figure a

Section 2: test items

Defining the problem: This section includes (8) paragraphs; each paragraph has a question with three choices. The problems need solutions that reflect the relationship between two variables that can be tested and piloted. Read each paragraph and then choose the question that fits the main problem included in the paragraph:

  1. 1.

    Farmers suffer from a terrible loss due to frost as a result of freezing temperatures that damage their crops in winter. The problem here is …

  2. a.

    How do farmers avoid the impact of frost on their crops?

  3. b.

    How do farmers avoid freezing water as a result of low temperatures?

  4. c.

    How do farmers get rid of frost in winter?

  5. 2.

    One of the challenges facing the spread of computers at schools is the low level of computer knowledge among workers in education. The problem is …

  6. a.

    What are the challenges facing the spread of computers at schools?

  7. b.

    What are the causes of low educational computing knowledge?

  8. c.

    How can we raise the level of computing skills and knowledge?

  9. 3.

    A person belongs to a family suffering from a serious genetic disease that has led to the death of a number of relatives. This person fears dying from this disease. The problem is …

  10. a.

    How do we eliminate the fear of death with this person?

  11. b.

    What are the causes of having a genetic disease in the family?

  12. c.

    How do we treat/face this genetic disease?

  13. 4.

    A residential building has recently fallen down in one neighborhood in a big city. The residents panicked and were displaced. The problem is …

  14. a.

    What caused the falling down of the building?

  15. b.

    What caused the residents’ panic?

  16. c.

    How can we avoid other accidents of falling down in the neighborhood?

  17. 5.

    Daily reports point out the prevalence of smoking among school children, which exposes them to facing discipline. The problem is …

  18. a.

    Why do school children violate school rules?

  19. b.

    What makes students be punished at schools?

  20. c.

    How can we help school children get rid of the smoking phenomenon?

  21. 6.

    One security officer claims the spread of drug use among people of one border area. The problem is …

  22. a.

    How can we avoid the lack of having anti-drug patrols in border areas?

  23. b.

    What causes the increased rates of drug trafficking in these border areas?

  24. c.

    How can we eliminate the phenomenon of drug use in border areas?

  25. 7.

    A report of traffic police indicates an increase in traffic accidents due to speed; this results in terrible loss of lives and properties. The problem is …

  26. a.

    Why are there no strict rules to restrict traffic accidents?

  27. b.

    What increases the rate of traffic accidents?

  28. c.

    How can we reduce and limit the rates of traffic accidents?

  29. 8.

    Environmentalists feel frustrated as they notice an increase in pollution despite the large number of awareness campaigns released in media. The problem is …

  30. a.

    What causes the failure of these awareness campaigns aimed at protecting the environment?

  31. b.

    How can we reduce the rates of pollution?

  32. c.

    Why do environmentalists feel frustrated?

Choosing hypotheses: A hypothesis is an educated guess that serves as a possible explanation of an observation. Following are six paragraphs with six situations; each situation is followed by three options. Choose the option that represents the best hypothesis.

  1. 9.

    Among the challenges facing the spread of computers at schools is lack of computing knowledge in educators and workers. A possible hypothesis is …

  2. a.

    The spread of computers helps teachers to use them.

  3. b.

    The level of computing skills is crucial in education.

  4. c.

    The spread of computers helps develop the educational process.

  5. 10.

    Daily reports point out the prevalence of smoking among school children, which exposes them to facing discipline. The main hypothesis is …

  6. a.

    School rules help limit and reduce smoking.

  7. b.

    Spread of smoking among students leads them to punishment.

  8. c.

    Punishment helps students to abide by rules and regulations.

  9. 11.

    One security officer claims there is a spread of drug use among people of one border area. The best hypothesis is …

  10. a.

    Acts of border patrols will reduce and limit use of drugs among residents.

  11. b.

    Acts of border patrols reduce and limit drug trafficking.

  12. c.

    Increase of drugs results in spread of them in border areas.

  13. 12.

    Environmentalists feel frustrated as they notice an increase in pollution despite the large number of awareness campaigns released in media. The hypothesis is …

  14. a.

    Awareness campaigns will reduce and limit environmental pollution.

  15. b.

    Increase of pollution leads to health problems and hygiene deterioration.

  16. c.

    Failure of awareness campaigns lead to frustration.

  17. 13.

    An educational expert states that students suffer from stress and anxiety as examinations approach; this, in turn, affects their achievement. The hypothesis is …

  18. a.

    Failure in tests leads students to feel anxious and stressful.

  19. b.

    Reducing anxiety among students results in enhancing their achievement in tests.

  20. c.

    Tests increase levels of anxiety and stress among some students.

  21. 14.

    A report of traffic police indicates an increase in traffic accidents due to speed; this results in terrible loss of lives and properties. The hypothesis is …

  22. a.

    There is an increase in number of accidents.

  23. b.

    Lack of strict laws against traffic accidents leads to losses in life and property.

  24. c.

    Enacting strict laws against accidents helps reduce and limit them.

Testing hypotheses: this section contains six paragraphs with three choices; each choice represents procedures to test the hypotheses. Choose the best answer.

  1. 15.

    A botanist noticed that plants exposed to sunshine grow while those not exposed wither and die. The hypotheses can be verified by …

  2. a.

    Exposing some plants to sunshine and observing their growth.

  3. b.

    Exposing a particular plant to sunshine, putting another plant away from sunshine, and watching both.

  4. c.

    Exposing a number of plants to sunshine, putting another group away from sunshine, and watching the two groups.

  5. 16.

    One security officer claims the spread of drug use among people of one border area. This hypothesis can be verified by comparing the rates of drug use …

  6. a.

    Among residents of different border areas.

  7. b.

    In one border area and other border areas.

  8. c.

    In some border areas and other nonborder areas.

  9. 17.

    A company claimed that it has produced toothpaste that protects against tooth decay. The hypothesis can be tested by observing the effect of the new toothpaste on …

  10. a.

    A group of children chosen randomly.

  11. b.

    A group of children who do not have tooth decay.

  12. c.

    A group of children who have tooth decay.

  13. 18.

    A company claimed to produce a new type of milk (X) for children that helps them grow faster than children feeding on another milk (Y). This claim can be tested through comparing the growth rate of children feeding on X with the growth rate of others who …

  14. a.

    Feed on Y milk and are supplemented with natural feeding.

  15. b.

    Feed on Y milk without being supplemented with natural feeding.

  16. c.

    Feed on X supplemented with Y.

  17. 19.

    A chemical products company claimed to produce a laundry detergent that removes the worst stains from clothes. This claim can be verified and tested by washing some laundry using the new detergent and observing its impact on …

  18. a.

    Cleaning some pieces of clothes.

  19. b.

    Removing fatty stains from clothes.

  20. c.

    Removing stains that cannot be removed by other traditional detergents.

  21. 20.

    A researcher suggests that violent programs on television lead to aggressive behavior by children. This claim can be tested by observing the rate of violence acts in children who watch …

  22. a.

    A lot of varied television programs.

  23. b.

    Violent television programs.

  24. c.

    Violence-free television programs.

Interpretation: This section includes six paragraphs with three explanations for each. Choose the best applicable one.

  1. 21.

    A botanist noticed that plants exposed to sunshine grow while those not exposed wither and die. This phenomenon takes place because …

  2. a.

    Sunshine helps plants to grow.

  3. b.

    Darkness harms plants.

  4. c.

    Sunshine is vital for plants to grow.

  5. 22.

    Fans of the national football team notice a drop in their performance in the middle of the second half; they receive many goals and lose games. This loss can be attributed to …

  6. a.

    The many goals the national team gets.

  7. b.

    The drop in their performance in the second half.

  8. c.

    The drop in their morale.

  9. 23.

    A dentist used a special filling to cure a decayed tooth of one patient, who complained about losing the filling after eating hot food. The best explanation for this phenomenon is …

  10. a.

    The patient’s teeth are damaged and beyond repair.

  11. b.

    Hot foods lead to losing the filling.

  12. c.

    The rate of filling extension is higher than teeth extension.

  13. 24.

    Environmentalists feel frustrated as they notice an increase in pollution despite the large number of awareness campaigns released in media. The increase in pollution results from …

  14. a.

    The awareness campaigns are futile and useless.

  15. b.

    Environmentalists’ frustration.

  16. c.

    Exploiting the environment.

  17. 25.

    A report from a legal court shows an increase in divorce rates. Such an increase harms children by …

  18. a.

    Disintegrating families.

  19. b.

    Increasing divorce cases.

  20. c.

    Not observing children’s rights.

  21. 26.

    An educational expert states that students suffer from stress and anxiety as examinations approach. Such stress and anxiety result from …

  22. a.

    Approaching school examinations.

  23. b.

    Increasing rates of failure in examinations.

  24. c.

    Fearing to fail examinations.

Generalization: This section includes six paragraphs with three statements for each. They represent possible generalizations. Choose the correct answer, which can be inferred from the texts.

  1. 27.

    Reports from a hospital show that 75 % of lung diseases result from smoking; another hospital claims that smoking causes 82 % of lung diseases. It can be inferred that …

  2. a.

    Causes of lung diseases cannot be identified.

  3. b.

    Smoking is a major cause of lung diseases.

  4. c.

    Hospital reports about lung diseases cannot be trusted.

  5. 28.

    A botanist noticed that plants exposed to sunshine grow while those not exposed wither and die. This means that …

  6. a.

    Some plants cannot resist environmental change.

  7. b.

    Plants’ needs of sunshine differ according to their type.

  8. c.

    Sunshine is vital for the growth of plants.

  9. 29.

    A famous surgeon carried out a surgery on a patient, who died after some hours. This refers primarily to …

  10. a.

    The medical services, in that hospital, are weak.

  11. b.

    The surgeon is not competent.

  12. c.

    The surgery failed.

  13. 30.

    A residential building in a big city neighborhood had fallen down. This means that …

  14. a.

    People should not deal with the constructing company.

  15. b.

    The land was not suitable for construction.

  16. c.

    The building was not constructed properly following scientific, architectural standards.

  17. 31.

    A report from the Center of Seismology shows that it is difficult to predict the occurrence of an earthquake in a particular area as a result of the lack of indicators. This report includes the following generalization …

  18. a.

    An earthquake is unlikely to happen in that area.

  19. b.

    Predicting when an earthquake will happen is difficult due to lack of capabilities.

  20. c.

    It is possible to predict an earthquake depending on some indicators.

  21. 32.

    The results of four educational studies show that students’ levels of stress and anxiety increase as physics, chemistry, biology, and mathematics examinations approach. This refers to …

  22. a.

    When examinations approach, stress levels increase.

  23. b.

    When examinations of scientific materials approach, stress levels increase.

  24. c.

    It is impossible to reach a generalization out of the given text.

Answer key

No. of question item

Answer

No. of question item

Answer

1

a

17

b

2

c

18

b

3

a

19

c

4

c

20

c

5

c

21

c

6

b

22

b

7

c

23

c

8

a

24

a

9

a

25

a

10

c

26

c

11

b

27

b

12

a

28

c

13

b

29

c

14

c

30

c

15

c

31

b

16

c

32

b

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Alshamali, M.A., Daher, W.M. Scientific Reasoning and Its Relationship with Problem Solving: the Case of Upper Primary Science Teachers. Int J of Sci and Math Educ 14, 1003–1019 (2016). https://doi.org/10.1007/s10763-015-9646-1

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-015-9646-1

Keywords

Navigation