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52.031 - Relational Reasoning in STEM Domains: What Empirical Research Can Contribute to the National Dialogue
Sat, April 18, 2:45 to 4:15pm, Sheraton, Floor: Second Level, HuronSession Type: Symposium
Abstract
As student success in the STEM domains (i.e., science, technology, engineering, and mathematics) comes to the forefront of the national dialogue on education, cognitive abilities that support scientific learning must be systematically and empirically investigated (Cromley, Snyder-Hogan, & Luciw-Dubas, 2010). One such ability is relational reasoning, or the ability to discern meaningful patterns within otherwise unconnected information (Dumas, Alexander, & Grossnickle, 2013). In this symposium, researchers present the results of empirical investigations that examined the role of relational reasoning in supporting student success in a variety of STEM domains including physics, mechanical engineering, life science, and mathematics.
Sub Unit
Chair
Papers
Improving Middle School Science Instruction With Analogical Reasoning - Jennifer G. Cromley, University of Illinois at Urbana-Champaign; Louis Alfieri, University of Pittsburgh; Christine M. Massey, University of Pennsylvania; F. Joseph Merlino, The 21st Century Partnership for STEM Education; Nora Newcombe, Temple University; Christian D. Schunn, University of Pittsburgh
Processing of Refutation Texts - Panayiota Kendeou, University of Minnesota; Edward J O'Brien, University of New Hampshire
Relational Thinking in Elementary Mathematics - Lindsey E. Richland, University of Chicago; Kreshnik Nasi Begolli, Temple University; Rebecca Frausel, University of Chicago
Relational Reasoning in Mechanical Engineering - Denis Dumas, University of Maryland - College Park; Linda Schmidt