Examining Domain-General Use of Reasoning Across Science and Mathematics Through Performance on Standardized Assessments
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Examining Domain-General Use of Reasoning Across Science and Mathematics Through Performance on Standardized Assessments Jihyun Hwang Brian Hand
&
Kyong Mi Choi &
Published online: 15 September 2020 # Ontario Institute for Studies in Education (OISE) 2020
Abstract The focus on STEM has centered on knowledge use across multiple disciplines. However, there currently exists limited understanding of the relationship between the cognitive practices utilized across these disciplines as a function of performance on standardized assessments. Focusing on science and mathematics, we investigated the direct and indirect relationships between science and mathematics reasoning practices. The TIMSS 2011 cognitive practices were adopted to establish a hypothesized model representing these relationships. We employed the generalized DINA (deterministic inputs, noisy “and” gate), confirmatory factor analysis (CFA), and structural equation modeling (SEM) to 2287 fourth-graders’ responses to standardized mathematics and science assessments. The findings show positive relationships among science reasoning, mathematics reasoning, and mathematics applying. However, we also found a significant indirect effect from science reasoning to mathematics reasoning through mathematics applying. This result calls for a need to shift the focus of interdisciplinary efforts to emphasize cognitive practices that students use in learning mathematics and science as suggested in the Next Generation Science Standards and the Common Core State Standards for Mathematics. Résumé L'accent mis sur les STEM s’est jusqu’à maintenant concentré sur l'utilisation des connaissances dans diverses disciplines. Cependant, la compréhension de la relation entre les pratiques cognitives utilisées dans ces disciplines en fonction de la performance aux évaluations standardisées est actuellement limitée. En mettant l’accent sur les sciences et les mathématiques, nous avons étudié les relations directes et indirectes entre les pratiques de raisonnement scientifique et mathématique. Les pratiques cognitives TIMSS 2011 ont été adoptées pour établir un modèle hypothétique représentant ces relations. Nous avons eu recours à G-DINA (deterministic inputs, noisy « and » gate), à l'analyse factorielle confirmatoire (AFC) et à la modélisation d'équations structurelles (MES) pour étudier 2 287 réponses d’élèves de quatrième année à des évaluations normalisées en mathématiques et en sciences. Les résultats indiquent des relations
J. Hwang (*) Mathematics Education, Kangwon National University, Chuncheon, South Korea e-mail: [email protected] K. M. Choi Curriculum, Instruction and Special Education, University of Virginia, Charlottesville, VA, USA B. Hand Teaching and Learning, University of Iowa, Iowa City, IA, USA
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Can. J. Sci. Math. Techn. Educ. (2020) 20:521–537
positives entre le raisonnement scientifique, le raisonnement mathématique et l'application des mathématiques. Cependant, nous avons également observé un effet indirect significatif du raisonnement scientifi
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