Exploring Students’ Scientific Reasoning During Virtual Game in STEAM Problem Solving

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dc.article.number2795
dc.catalogadoraba
dc.contributor.authorLópez Takegami, José Julián Kenji
dc.contributor.authorCabello González, Valeria Magaly
dc.contributor.authorGuevara, Marlenny
dc.contributor.authorMontes, Jairo
dc.date.accessioned2025-12-02T20:51:19Z
dc.date.available2025-12-02T20:51:19Z
dc.date.issued2025
dc.description.abstractThe purpose of this study was to explore the complexity of scientific reasoning elicited during a virtual STEAM problem-solving activity by challenging questions posed to 53 tenth-grade high school students. Using a microgenetic approach, this study analyzed eight measurements from each student as they worked on a STEAM problem-solving game software, utilizing it as an interactive simulation. To measure the complexity of their scientific reasoning, researchers used a coding rubric based on the cognitive demand of questions that were self-administered through the interactive simulation. Multivariate analysis showed that the students’ level of scientific reasoning complexity increased over time, shifting from descriptive reasoning in the early sessions to more complex causal reasoning in the final sessions. It is possible to interpret that this sophistication in scientific reasoning may be related to three points: 1) The demand for practical scientific knowledge regarding the virtual interactive simulation when solving the problem, 2) The challenging questions presented in the situation, and 3) The immersive nature not only of the simulation itself, but also of the repeated measures design of this science education activity. We discuss about the type of reasoning observed, progressively becoming more complex, and the transitions between lower to higher scores as a means of an ongoing process of learning opportunities for developing students’ scientific reasoning in a virtual interactive simulation. Interaction with the designed game allowed students' scientific reasoning to increase progressively over the eight observation sessions.
dc.description.funderANID/MILENIO; Folio: NC2021_014
dc.description.funderFONDECYT; Folio: 1221716
dc.fechaingreso.objetodigital2025-11-28
dc.format.extent26 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.31129/LUMAT.13.3.2795
dc.identifier.issn2323-7112
dc.identifier.urihttps://doi.org/10.31129/LUMAT.13.3.2795
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/107226
dc.information.autorucFacultad de Educación; Cabello González, Valeria Magaly; 0000-0001-6190-9187; 127258
dc.information.autorucFacultad de Educación; López Takegami, José Julián Kenji; 0000-0003-0280-3061; 1299112
dc.issue.numero3
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaLUMAT: International Journal on Math, Science and Technology Education,
dc.rightsacceso abierto
dc.rights.licenseAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectMultivariate analysis
dc.subjectSTEM education
dc.subjectScientific reasoning
dc.subjectProblem solving
dc.subject.ddcVirtual interactive simulation
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleExploring Students’ Scientific Reasoning During Virtual Game in STEAM Problem Solving
dc.typeartículo
dc.volumen13
sipa.codpersvinculados127258
sipa.codpersvinculados1299112
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