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10.1128/jmbe.v18i1.1272 http://scihub22266oqcxt.onion/10.1128/jmbe.v18i1.1272 C5410765!5410765 !28512524     free     free     free Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Deprecated: Implicit conversion from float 211.6 to int loses precision in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 534 Warning: imagejpeg(C:\Inetpub\vhosts\kidney.de\httpdocs\phplern\28512524 .jpg): Failed to open stream: No such file or directory in C:\Inetpub\vhosts\kidney.de\httpdocs\pget.php on line 117       J+Microbiol+Biol+Educ 2017 ; 18 (1 ): ä Nephropedia Template TP {{tp|p=28512524 |t=2017. Promoting the Multidimensional Character of Scientific Reasoning |pdf=|usr=}}{{28512524 }} gab.com Text Promoting the Multidimensional Character of Scientific Reasoning JO: J Microbiol Biol Educ http://www.kidney.de/pget.php?&tw=1&pmid=28512524 #FOAvip This study reports part of a long-term program to help students improve scientific reasoning using higher-order cognitive tasks set in the discipline of cell biology. This skill was assessed using problems requiring the construction of valid conclusions drawn from authentic research data. We report here efforts to confirm the hypothesis that data interpretation is a complex, multifaceted exercise. Confirmation was obtained using a statistical treatment showing that various such problems rank students differently-each contains a unique set of cognitive challenges. Additional analyses of performance results have allowed us to demonstrate that individuals differ in their capacity to navigate five independent generic elements that constitute successful data interpretation: biological context, connection to course concepts, experimental protocols, data inference, and integration of isolated experimental observations into a coherent model. We offer these aspects of scientific thinking as a "data analysis skills inventory," along with usable sample problems that illustrate each element. Additionally, we show that this kind of reasoning is rigorous in that it is difficult for most novice students, who are unable to intuitively implement strategies for improving these skills. Instructors armed with knowledge of the specific challenges presented by different types of problems can provide specific helpful feedback during formative practice. The use of this instructional model is most likely to require changes in traditional classroom instruction. Twit Text FOAVip Promoting the Multidimensional Character of Scientific Reasoning ????J Microbiol Biol Educ http://www.kidney.de/pget.php?&tw=1&pmid=28512524 #FOAvip Twit Text # Free Paper on # # # # # LINK http://www.kidney.de/pget.php?&tw=1&pmid=28512524 #FOAvip English Wikipedia <ref>{{Cite pmid|28512524 }}</ref> Promoting the Multidimensional Character of Scientific Reasoning #MMPMID28512524 Bradshaw WS ; Nelson J ; Adams BJ ; Bell JD J Microbiol Biol Educ 2017[Apr]; 18 (1 ): ä PMID28512524 show ga This study reports part of a long-term program to help students improve scientific reasoning using higher-order cognitive tasks set in the discipline of cell biology. This skill was assessed using problems requiring the construction of valid conclusions drawn from authentic research data. We report here efforts to confirm the hypothesis that data interpretation is a complex, multifaceted exercise. Confirmation was obtained using a statistical treatment showing that various such problems rank students differently-each contains a unique set of cognitive challenges. Additional analyses of performance results have allowed us to demonstrate that individuals differ in their capacity to navigate five independent generic elements that constitute successful data interpretation: biological context, connection to course concepts, experimental protocols, data inference, and integration of isolated experimental observations into a coherent model. We offer these aspects of scientific thinking as a "data analysis skills inventory," along with usable sample problems that illustrate each element. Additionally, we show that this kind of reasoning is rigorous in that it is difficult for most novice students, who are unable to intuitively implement strategies for improving these skills. Instructors armed with knowledge of the specific challenges presented by different types of problems can provide specific helpful feedback during formative practice. The use of this instructional model is most likely to require changes in traditional classroom instruction. äPromoting the Multidimensional Character of Scientific Reasoning (epmc).pdf DeepDyve Pubget Overpricing