Journal Article Detail Page
|
written by
Jamie Jensen, Shannon Neeley-Tass, Jordan Hatch, and Ted Piorczynski
The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.
Journal of College Student Retention: Research, Theory & Practice: Volume 19, Issue 2, Pages 126-144
ComPADRE is beta testing Citation Styles!
Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16019">Jensen, J, S. Neeley-Tass, J. Hatch, and T. Piorczynski. "Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics." J. Coll. Stud. Ret. 19, no. 2, (August 1, 2017): 126-144.</a>
AIP Format
J. Jensen, S. Neeley-Tass, J. Hatch, and T. Piorczynski, , J. Coll. Stud. Ret. 19 (2), 126 (2015), WWW Document, (https://doi.org/10.1177/1521025115611616).
AJP/PRST-PER
J. Jensen, S. Neeley-Tass, J. Hatch, and T. Piorczynski, Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics, J. Coll. Stud. Ret. 19 (2), 126 (2015), <https://doi.org/10.1177/1521025115611616>.
APA Format
Jensen, J., Neeley-Tass, S., Hatch, J., & Piorczynski, T. (2017, August 1). Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics. J. Coll. Stud. Ret., 19(2), 126-144. Retrieved September 17, 2024, from https://doi.org/10.1177/1521025115611616
Chicago Format
Jensen, J, S. Neeley-Tass, J. Hatch, and T. Piorczynski. "Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics." J. Coll. Stud. Ret. 19, no. 2, (August 1, 2017): 126-144, https://doi.org/10.1177/1521025115611616 (accessed 17 September 2024).
MLA Format
Jensen, Jamie, Shannon Neeley-Tass, Jordan Hatch, and Ted Piorczynski. "Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics." J. Coll. Stud. Ret. 19.2 (2015): 126-144. 17 Sep. 2024 <https://doi.org/10.1177/1521025115611616>.
BibTeX Export Format
@article{
Author = "Jamie Jensen and Shannon Neeley-Tass and Jordan Hatch and Ted Piorczynski",
Title = {Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics},
Journal = {J. Coll. Stud. Ret.},
Volume = {19},
Number = {2},
Pages = {126-144},
Month = {August},
Year = {2017}
}
Refer Export Format
%A Jamie Jensen %A Shannon Neeley-Tass %A Jordan Hatch %A Ted Piorczynski %T Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics %J J. Coll. Stud. Ret. %V 19 %N 2 %D August 1, 2017 %P 126-144 %U https://doi.org/10.1177/1521025115611616 %O application/pdf
EndNote Export Format
%0 Journal Article %A Jensen, Jamie %A Neeley-Tass, Shannon %A Hatch, Jordan %A Piorczynski, Ted %D August 1, 2017 %T Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics %J J. Coll. Stud. Ret. %V 19 %N 2 %P 126-144 %8 August 1, 2017 %U https://doi.org/10.1177/1521025115611616 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
ContributeSimilar Materials |
Save to my folders
