A Meta-Analysis on Scientific Reasoning and Argumentation in Higher Education

• In Event: Poster Session 9
  In Poster Session: Research in Science Learning and Teaching Poster Session 2

Abstract

Higher education programs aim at fostering students’ scientific reasoning and argumentation. Yet, learning these skills is often not directly addressed. We know little about potential advantages of supporting scientific reasoning and argumentation within or outside of the regular curriculum, particular teaching formats, and the discipline of the intervention. This paper reports on a meta-analysis that evaluates 57 interventions regarding their approach and effect. We found a medium-sized mean effect and a high diversity between interventions. The moderator analysis found descriptively higher effects in interventions that were part of a curriculum. Moreover, scientific reasoning and argumentation is not only addressed in natural sciences; interventions in psychology and education yielded particularly high mean effects. Conclusions for practice and future research are discussed.

Authors

• Katharina Engelmann, Technical University of Munich

• Birgit Jana Neuhaus, Ludwig-Maximilians-Universität München

• Frank Fischer, Ludwig Maximilian University of Munich