A systematic literature review on the integration of scientific reasoning skills into science education
Keywords:
Inquiry, scientific reasoning skill, science education, systematic literature reviewAbstract
Scientific reasoning skills (SRS) have become essential abilities for the 21st century. Scientific reasoning skills constitute a set of interrelated cognitive processes that underpin effective science learning. This study aims to analyse SRS through a systematic literature review from the years 2014 to 2023. This study conducted a systematic literature review using the PRISMA approach. Document searches were conducted using the keywords "Scientific Reasoning Skill" "Scientific Reasoning Competence" "Scientific Reasoning" or "Scientific thinking" "science education" "science learning" "social science" or "science" or "education" through the Scopus database. A total of 43 documents were analysed as the final data in this study. The results of the study indicate that SRS research in science education became the most published research category in 2021. The use of Lawson's Classroom Test of Scientific Reasoning (LCTSR) is the most dominant instrument used by researchers in measuring SRS. In terms of strategies that can be used to facilitate the SRS, it is through inquiry-based learning that students are encouraged to actively explore, question, and construct their own understanding through investigation and critical thinking rather than relying solely on direct instruction. Given the importance of scientific reasoning skills in science learning, an emphasis on these skills within the science education curriculum is essential.
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