Students’ scientific reasoning on temperature and heat topic: A comparative study of students in urban and rural area
Abstract
This study aims to describe the scientific reasoning level of students in urban and rural areas on heat and temperature topic. This current study involved 104 students from two schools in urban areas and three schools in rural areas. The instrument used was a six-item essay test. The result showed that the students' scientific reasoning score was still low. However, based on the Mann–Whitney test, the study found that there was a significant difference in scientific reasoning scores between students in urban and rural areas. Both students in urban and rural areas were indicated to have higher proportional reasoning when compared to the other kinds of scientific reasoning. In particular, students’ proportional reasoning in urban areas was higher than in rural areas. The result also showed that probabilistic reasoning and correlational reasoning of students in the rural area tended to be unstable compared to students in the urban area. The implication is that physics teachers in the rural area should make maximum use of the facilities in practicing student reasoning skills.
References
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Keys, A. (2015). Family engagement in rural and urban head start families: An exploratory study. Early Childhood Education Journal, 43(1), 69–76. https://doi.org/10.1007/s10643-014-0643-8
Kuo, E., Hull, M. M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems: Conceptual and Formal Mathematical Reasoning. Science Education, 97(1), 32–57. https://doi.org/10.1002/sce.21043
Leighton, J. P., & Sternberg, R. J. (2013). Reasoning and problem solving. John Wiley & Sons, Inc. (pp. 631–659).
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Maunah, N., & Wasis. (2014). Pengembangan two-tier multiple-choice diagnostic test untuk menganalisis kesulitan belajar siswa kelas X pada materi suhu dan kalor. Jurnal Inovasi Pendidikan Fisika (JIPF), 03(02), 6.
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Nieminen, P., Savinainen, A., & Viiri, J. (2012). Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning. Physical Review Special Topics - Physics Education Research, 8(1), 010123. https://doi.org/10.1103/PhysRevSTPER.8.010123
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Takashiro, N. (2017). A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement. Educational Assessment, Evaluation and Accountability, 29(3), 247–267. https://doi.org/10.1007/s11092-016-9255-8
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Wu, D., Li, C.-C., Zhou, W.-T., Tsai, C.-C., & Lu, C. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacific Education Review, 20(1), 147–157. https://doi.org/10.1007/s12564-018-9568-z
Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: Assessing students’ understanding. The Physics Teacher, 39(8), 496–504. https://doi.org/10.1119/1.1424603
Zarifa, D., Seward, B., & Milian, R. P. (2019). Location, location, location: Examining the rural-urban skills gap in Canada. Journal of Rural Studies, 72, 252–263. https://doi.org/10.1016/j.jrurstud.2019.10.032
Zhang, D., Li, X., & Xue, J. (2015). Education inequality between rural and urban areas of the People’s Republic of China, Migrants’ Children Education, and Some Implications. Asian Development Review, 32(1), 196–224. https://doi.org/10.1162/ADEV_a_00042
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20(1), 99–149. https://doi.org/10.1006/drev.1999.0497
Andersen, C., & Garcia-Mila, M. (2017). Scientific reasoning during inquiry. In K. S. Taber & B. Akpan (Eds.), Science Education (pp. 105–117). SensePublishers. https://doi.org/10.1007/978-94-6300-749-8_8
Badan Pusat Statistik. (2019). Potret pendidikan Indonesia: Statistik pendidikan Indonesia 2019. [A Portrait of Indonesian Education: Statistics of Indonesian Education 2019]. Badan Pusat Statistik. https://www.bps.go.id/publication/2019/11/29/1deb588ef5fdbfba3343bb51/potret-pendidikan-statistik-pendidikan-indonesia-2019.html
Brown, R. E., Weiland, T., & Orrill, C. H. (2019). Mathematics teachers’ use of knowledge resources when identifying proportional reasoning situations. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-10006-3
Champahom, T., Jomnonkwao, S., Satiennam, T., Suesat, N., & Ratanavaraha, V. (2019). Modeling of safety helmet use intention among students in urban and rural Thailand based on the theory of planned behavior and Locus of Control. The Social Science Journal, S0362331919300199. https://doi.org/10.1016/j.soscij.2019.02.003
Chu, H.-E., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of students’ understanding of thermal concepts in everyday contexts. International Journal of Science Education, 34(10), 1509–1534. https://doi.org/10.1080/09500693.2012.657714
Crawley, H., Drinkwater, S., & Kausar, R. (2019). Attitudes towards asylum seekers: Understanding differences between rural and urban areas. Journal of Rural Studies, 71, 104–113. https://doi.org/10.1016/j.jrurstud.2019.08.005
Ding, L. (2018). Progression trend of scientific reasoning from elementary school to university: A large-scale cross-grade survey among Chinese Students. International Journal of Science and Mathematics Education, 16(8), 1479–1498. https://doi.org/10.1007/s10763-017-9844-0
Ding, L., Wei, X., & Mollohan, K. (2016). Does higher education improve student scientific reasoning skills? International Journal of Science and Mathematics Education, 14(4), 619–634. https://doi.org/10.1007/s10763-014-9597-y
Dubovi, I., Levy, S. T., & Dagan, E. (2018). Situated simulation-based learning environment to improve proportional reasoning in nursing students. International Journal of Science and Mathematics Education, 16(8), 1521–1539. https://doi.org/10.1007/s10763-017-9842-2
Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education – meta-analytic evidence from intervention studies. Educational Research and Evaluation, 22(5–6), 333–349. https://doi.org/10.1080/13803611.2016.1240089
Erlina, N., Susantini, E., Wasis, W., Wicaksono, I., & Pandiangan, P. (2018). The Effectiveness of evidence-based reasoning in inquiry-based physics teaching to increase students’ scientific reasoning. Journal of Baltic Science Education, 17(6), 972–985. https://doi.org/10.33225/jbse/18.17.972
Fernandez, F. B. (2017). Action research in the physics classroom: The impact of authentic, inquiry based learning or instruction on the learning of thermal physics. Asia-Pacific Science Education, 3(1). https://doi.org/10.1186/s41029-017-0014-z
Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M., Strijbos, J.-W., Heene, M., & Eberle, J. (2014). Scientific reasoning and argumentation: Advancing an interdisciplinary research agenda in education. Frontline Learning Research, 5, 28–45. http://dx.doi.org/10.14786/flr.v2i3.96
Gottfried, M. A., & Williams, D. (2013). STEM club participation and STEM schooling outcomes. Education Policy Analysis Archives, 21, 79. https://doi.org/10.14507/epaa.v21n79.2013
Hilton, A., Hilton, G., Dole, S., & Goos, M. (2016). Promoting middle school students’ proportional reasoning skills through an ongoing professional development programme for teachers. Educational Studies in Mathematics, 92(2), 193–219. https://doi.org/10.1007/s10649-016-9694-7
Hitt, A. M., & Townsend, J. S. (2015). The heat is on! using particle models to change students’ conceptions of heat and temperature. Science Activities: Classroom Projects and Curriculum Ideas, 52(2), 45–52. https://doi.org/10.1080/00368121.2015.1049580
Ibrahim, B., Ding, L., Mollohan, K. N., & Stammen, A. (2016). Scientific Reasoning: Theory evidence coordination in physics-based and non-physics-based tasks. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 93–105. https://doi.org/10.1080/10288457.2015.1108570
Karplus, R., Adi, H., & Lawson, A. E. (1980). Intellectual development beyond elementary school VIII: Proportional, probabilistic, and correlational reasoning. School Science and Mathematics, 80(8), 673–683. https://doi.org/10.1111/j.1949-8594.1980.tb09964.x
Keys, A. (2015). Family engagement in rural and urban head start families: An exploratory study. Early Childhood Education Journal, 43(1), 69–76. https://doi.org/10.1007/s10643-014-0643-8
Kuo, E., Hull, M. M., Gupta, A., & Elby, A. (2013). How students blend conceptual and formal mathematical reasoning in solving physics problems: Conceptual and Formal Mathematical Reasoning. Science Education, 97(1), 32–57. https://doi.org/10.1002/sce.21043
Leighton, J. P., & Sternberg, R. J. (2013). Reasoning and problem solving. John Wiley & Sons, Inc. (pp. 631–659).
Loong, E., Doig, B., & Groves, S. (2011). How different is it really? – Rural and urban primary students’ use of ICT in mathematics. Mathematics Education Research Journal, 23(2), 189–211. https://doi.org/10.1007/s13394-011-0011-6
Maunah, N., & Wasis. (2014). Pengembangan two-tier multiple-choice diagnostic test untuk menganalisis kesulitan belajar siswa kelas X pada materi suhu dan kalor. Jurnal Inovasi Pendidikan Fisika (JIPF), 03(02), 6.
Morris, B. J., Croker, S., Masnick, A. M., & Zimmerm, C. (2012). The emergence of scientific reasoning. In H. Kloos (Ed.), Current Topics in Children’s Learning and Cognition. InTech. https://doi.org/10.5772/53885
Mudra, H. (2018). Pre-service EFL teachers’ experiences in teaching practicum in rural schools in Indonesia. 27.
National Research Council (U.S.) (Ed.). (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.
Nieminen, P., Savinainen, A., & Viiri, J. (2012). Relations between representational consistency, conceptual understanding of the force concept, and scientific reasoning. Physical Review Special Topics - Physics Education Research, 8(1), 010123. https://doi.org/10.1103/PhysRevSTPER.8.010123
OECD. (2016). PISA 2015 Results (Volume I). OECD Publishing. https://doi.org/10.1787/9789264266490-en
Rimadani, E., Parno, & Diantoro, M. (2017). Identifikasi kemampuan penalaran ilmiah siswa sma pada materi suhu dan kalor. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(6), 833–839.
Takashiro, N. (2017). A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement. Educational Assessment, Evaluation and Accountability, 29(3), 247–267. https://doi.org/10.1007/s11092-016-9255-8
Vitale, M., Millward, H., & Spinney, J. (2019). School siting and mode choices for school travel: Rural–urban contrasts in Halifax, Nova Scotia, Canada. Case Studies on Transport Policy, 7(1), 64–72. https://doi.org/10.1016/j.cstp.2018.11.008
Woolley, J. S., Deal, A. M., Green, J., Hathenbruck, F., Kurtz, S. A., Park, T. K. H., Pollock, S. V., Transtrum, M. B., & Jensen, J. L. (2018). Undergraduate students demonstrate common false scientific reasoning strategies. Thinking Skills and Creativity, 27, 101–113. https://doi.org/10.1016/j.tsc.2017.12.004
Wu, D., Li, C.-C., Zhou, W.-T., Tsai, C.-C., & Lu, C. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacific Education Review, 20(1), 147–157. https://doi.org/10.1007/s12564-018-9568-z
Yeo, S., & Zadnik, M. (2001). Introductory thermal concept evaluation: Assessing students’ understanding. The Physics Teacher, 39(8), 496–504. https://doi.org/10.1119/1.1424603
Zarifa, D., Seward, B., & Milian, R. P. (2019). Location, location, location: Examining the rural-urban skills gap in Canada. Journal of Rural Studies, 72, 252–263. https://doi.org/10.1016/j.jrurstud.2019.10.032
Zhang, D., Li, X., & Xue, J. (2015). Education inequality between rural and urban areas of the People’s Republic of China, Migrants’ Children Education, and Some Implications. Asian Development Review, 32(1), 196–224. https://doi.org/10.1162/ADEV_a_00042
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20(1), 99–149. https://doi.org/10.1006/drev.1999.0497
Authors
Suryadi, A., Yuliati, L., & Wisodo, H. (2020). Students’ scientific reasoning on temperature and heat topic: A comparative study of students in urban and rural area. Momentum: Physics Education Journal, 4(1), 19–29. https://doi.org/10.21067/mpej.v4i1.4122
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