Relationship Between Scientific-Reasoning Skills and Thinking Styles in University Students

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Abstract

There is a need to enhance students' scientific-thinking abilities to prepare them for successful careers in science-related fields. Effective scientific thinking requires a balance between critical evaluation, logical reasoning, creativity, and attention to detail, which can be influenced by individual thinking preferences. Applying Sternberg's (1988) Theory of Mental Self-government, we examined the relationship between undergraduate students’ scientific-reasoning skills and their thinking preferences (N = 203). The survey data contained five main components, including measures of scientific reasoning, psychometric tests, a thinking-styles inventory, and a demographic questionnaire. Correlational analyses suggest statistically significant correlations between scientific-reasoning scores and three styles of thinking; however, measures of the fluid aspect of general intelligence were better predictors of scientific-reasoning skills compared to thinking preferences.

Authors

• Mehdi Ghahremani, Mississippi State University

• Samuel M. Stewart, Mississippi State University

• Seger McGuire, Mississippi State University