Scientific Thinking Skills

The main focus of logistic regression analysis is classification of individuals in different groups. The aim of the present study is to explain basic concepts and processes of binary logistic regression analysis intended to determine the combination of independent variables which best explain the membership in certain groups called dichotomous dependent variable. Independent variables in this study are as follows: total score in the Scientific Thinking Skills Scale, total score in the Epistemological Belief Scale and total sco re in the Fatalism Scale. The dependent (predicted, criteria) variable is the level of critical thinking. While the three independent variables are constants, the dependent variable is defined as a categorical variable to include high and low critical thinking levels. The study group consists of 200 students from Ankara University, Faculty of Educational Sciences, Department of Guidance and Psychological Counseling during the 2006-2007 academic years. In the s...

Aprobată și recomandată spre editare de Senatul Universității Pedagogice de Stat „Ion Creangă” din Chișinău PV_2_ din 28.09.2017
Autor: Sanduleac Sergiu, doctor în psihologie, conferențiar universitar
Monografia reprezintă o analiză științifică a conceptului de gândire științifică și modalitatea de formare a acesteia în mod special la studenții din învățământul universitar. Au fost identificate și prezentate componentele gândirii științifice în baza cărora a fost posibilă elaborarea unui Model de formare a gândirii științifice.
Lucrarea aduce un aport considerabil în știință prin soluționarea astfel de probleme cum ar fi: interesul scăzut față de știință, înțelegerea și analiza corectă a situațiilor problemă prin intermediul gândirii științifice, luarea corectă a deciziilor atât de ordin științific cât și de ordin practic etc.
Această lucrare este destinată mediului academic și științific (psihologilor, cadrelor didactice, studenților, tinerilor cercetători și celor care sunt interesați în dezvoltarea gândirii științifice).
Recenzenți: Bolboceanu Aglaida, doctor habilitat în psihologie, profesor cercetător, IȘE
Stamatin Otilia, doctor în psihologie, conferențiar universitar, UPS „Ion Creangă” din Chișinău

Redactor științific: Racu Jana, doctor habilitat în psihologie, profesor universitar, USM. Sanduleac, Sergiu. Formarea gândirii stiințifice la studentii din învatamântul universitar: (monografie) / Sanduleac Sergiu ; red. st.: Jana Racu ; Univ. Ped. de Stat "Ion Creanga" din Chisinau. – Chisinau : S. n., 2017 (Tipogr. "Garomont Studio"). – 231 p. : _g., tab. Bibliogr.: p. 206-228 (229 ti.). ISBN 978-9975-136-61-7. 159.955:378 S 20

The need to approach scientific thinking in education curriculum was already proposed by Dewey. J. Last attempt to include scientific thinking in education curriculum is based on constructivism. In other words, research supports the role of collaboration in science and help students
to work in cooperation to achieve scientific knowledge. But scientific knowledge can be improved only through scientific thinking.

Creative thinking is often, if not always, non-symbolic, involving instead a mixture of sensual images, feelings, emotions and other forms of "personal knowledge" that are sometimes characterized as "intuition" or "aesthetic sensibility". This paper proposes that such non-symbolic forms of thinking represent a valid form of cognition that can be developed through practice.

The paper examines theoretical perspectives of scientific thinking development in university students as an element of quality. Scientific thinking is a key element that serves as a base in scientific and professional formation of university students. The problem of its development in students was first raised in 20 th century. Students encounter the activities in line with their professional goals but there are no specific activities oriented specifically towards scientific thinking development. As a result of this study, a theoretical model of scientific thinking development is proposed. It is based on three components that suggest a solution to improve quality in university studies, and enable ways for students to explore the concepts of spinning across the science projects. It is also presented a psychological portrait of a student with high level of scientific thinking and the most important traits that emphasize cognitive dispositions are highlighted. This can engage and also help students to make a research and to be creative in their own scientific activity.

The main focus of logistic regression analysis is classification of individuals in different groups. The aim of the present study is to explain basic concepts and processes of binary logistic regression analysis intended to determine the combination of independent variables which best explain the membership in certain groups called dichotomous dependent variable. Independent variables in this study are as follows: total score in the Scientific Thinking Skills Scale, total score in the Epistemological Belief Scale and total score in the Fatalism Scale. The dependent (predicted, criteria) variable is the level of critical thinking. While the three independent variables are constants, the dependent variable is defined as a categorical variable to include high and low critical thinking levels. The study group consists of 200 students from Ankara University, Faculty of Educational Sciences, Department of Guidance and Psychological Counseling during the 2006-2007 academic years. In the study, the following were used: the Epistemological Belief Scale adapted to Turkish by Deryakulu and Büyüköztürk (2002), the California Critical Thinking Disposition Scale adapted to Turkish by Kökdemir (2003), the Scientific Thinking Skills Scale” developed by Gündoğdu (2002) and the Fatalism Scale” developed by Şekercioğlu (2008). The study presents information about how to relatively assess each application step of logistic regression analysis. When the coefficient predictions of aimed model variables at the end of the study are considered, it is observed that a one-unit increase in the predictive variable of scientific thinking skills leads to an increase of 14.4% in high critical thinking odds. It is also seen that a one-unit increase in the predictive variable of epistemological belief leads to an increase of 4.9% in high critical thinking odds.