标题： 非科学专业学生在物理课程中的科学推理能力 显示英文标题

标题： Scientific reasoning abilities of non-science majors in physics-based courses

摘要： 我们发现，在两所地区综合性院校中，选修概念物理或天文学课程的非STEM专业学生，在劳森科学推理课堂测试（LCTSR）上的课前成绩显著低于全国平均的STEM专业学生。 大多数非STEM学生在皮亚杰的认知发展理论中可以被归类为具体运算或过渡型推理者，而在STEM群体中，形式运算推理者更为普遍。 特别是，非STEM学生在比例推理和假设演绎推理方面表现出显著的困难。 LCTSR的课前分数与各种概念测验的归一化学习收益相关。 这种相关性对于可以归类为大部分理论内容的测验最强，即缺乏直接可观察的例子，而对于大部分描述性内容的测验最弱，因为这些内容有大量直接可观察的例子。 尽管采用经过研究验证的互动教学方法可以提高内容知识，但非STEM学生在理论内容（如力和能量）上的显著进步更加困难。 我们还观察到，在没有明确教授科学推理模式的情况下，LCTSR没有显著进步。 这些结果进一步表明，在比较概念测验的归一化进步时，学生群体的差异是重要的，而实现科学推理的显著进步需要对非STEM学生的传统物理教学方法进行重新评估。 显示英文摘要

摘要： We have found that non-STEM majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower pre-instruction on the Lawson's Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. The majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget's theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Pre-scores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a re-evaluation of the traditional approach to physics for non-STEM students.