Fostering Scientific Reasoning: A Meta-Analysis on Intervention Studies

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-1 - Fostering, Assessing, Mapping, and Enhancing Scientific Reasoning

Abstract

The relevance of pedagogical intervention for scientific reasoning in science education and outside the classroom is prevalent. The current state of research includes intervention studies; however, misses to inform researchers and practitioners about the bigger picture: What is the magnitude of the effect of interventions for scientific reasoning and which factors in the intervention explain differences between studies? This meta-analysis brings together and analyzes effect sizes taken from 15 studies. The results show that scientific reasoning can successfully be fostered with a large mean effect, though the success of interventions depend on moderator variables such as the learning activities pursued in the intervention.

Authors

• Katharina Engelmann, Ludwig-Maximilians-Universität München

• Frank Fischer, Ludwig Maximilian University of Munich