Scientific reasoning

One approach to scientific reasoning uses an evidence → reasoning → claim framework (1).

Reasoning can be descriptive, relational, linear-causal, or multicomponent causal:

Levels of reasoning (2).

Levels of reasoning (2).

Scientific argumentation questions can be asked in any context. Here are ways that classic organic chemistry questions can be transformed into questions that address causal reasoning (3).

Scientific argumentation questions can be asked in any context. Here are ways that classic organic chemistry questions can be transformed into questions that address causal reasoning (3).

For this question type, we’ve found that a majority of students propose linear causal arguments; the rest get close with relational ones (3).

For this question type, we’ve found that a majority of students propose linear causal arguments; the rest get close with relational ones (3).

Questions that are commonly asked in a “Propose a mechanism…” format can be reworked to explicitly ask for causal reasoning questions. Even better: incorporate experimental data.

Questions that are commonly asked in a “Propose a mechanism…” format can be reworked to explicitly ask for causal reasoning questions. Even better: incorporate experimental data.

Framework_with_examples.png

References

  1. Toulmin S., (1958), The Uses of Argument, Cambridge University Press.

  2. Deng, J. M. & Flynn, A. B. “Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items”, Chem. Educ. Res. Pract. 2021, 22, 749–771.

  3. Bodé, N. E.; Deng, J. M.; & Flynn, A. B. “Getting Past the Rules and to the WHY: Causal Mechanistic Arguments When Judging the Plausibility of Organic Reaction Mechanisms.” J. Chem. Educ. 2019, 96(6), 1068–1082.

  4. Deng, J. M, Carle, M. S., & Flynn, A. B. “Supporting students’ reasoning skill development in chemistry arguments through constructive alignment” Invited book chapter, RSC Advances in Chemistry Education, 2022, Chapter 5, 74–89.

  5. Deng, J. M.; Rahmani, M.; & Flynn, A. B. “The role of language in students’ justifications of scientific phenomena”. Int. J. Sci. Educ., 2022, 44, 2131–2151.