The Rejection of Nonscientific Beliefs about Life: Effects of Instruction and Reasoning Skills.
The Rejection of Nonscientific Beliefs about Life: Effects of Instruction and Reasoning Skills.
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对生命的非科学信念的拒绝：教学和推理技能的影响。
DOI：
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发表时间：
1990
期刊：
影响因子：
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通讯作者：
J. Weser
中科院分区：
文献类型：
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作者：
A. Lawson;J. Weser
954名学生在一个大型大学非专业生物课程进行了预测试，以确定他们在神创论，直生，灵魂，非还原论，生机论，目的论，和nonemergentism持有非科学信仰的程度。为了验证假设演绎推理技能有利于远离非科学信念的运动，这些非科学信念最初举行的程度和他们在教学过程中被修改的程度进行了比较，学生的推理水平（直觉，过渡，反思）。正如预测的那样，结果表明，推理能力较低的人更有可能最初持有非科学信念，并且不太可能在教学过程中改变这些信念。研究还发现，推理能力较低的人不太可能坚定地致力于科学信念。
Nine hundred fifty-four students in a large university nonmajors biology course were pretested to determine the extent to which they held nonscientific beliefs in creationism, orthogenesis, the soul, nonreductionism, vitalism, teleology, and nonemergentism. To test the hypothesis that hypothetico-deductive reasoning skills facilitate movement away from nonscientific beliefs, the degree to which those nonscientific beliefs were initially held and the degree to which they were modified during instruction were compared to student reasoning level (intuitive, transitional, reflective). As predicted, the results showed that the less skilled reasoners were more likely to initially hold the nonscientific beliefs and were less likely to change those beliefs during instruction. It was also discovered that less skilled reasoners were less likely to be strongly committed to the scientific beliefs.