References
[1]. Bao, L., Cai, T., Koenig, L., Fang, K., Han, J., Wang, J., and Wu, N. (2009). Physics: Learning and scientific reasoning. Science, 323(5914), 586–587.
[2]. Berland, L. K., McNeill, K. L., Pelletier, P., & Krajcik, J. (2017). Engaging in argument from evidence. In C. V. Schwarz, C. Passmore, & B. J. Reiser (Eds.), Helping students make sense of the world using next generation science and engineering practices (pp. 229– 257). Arlington, TX: National Science Teacher Association.
[3]. Chaicharoen, S. (2008). Educational technology and teaching system development. Khon Kaen: Khon Kaen University.
[4]. Dennick, R. (2016). Constructivism: Reflections on twenty five years teaching the constructivist approach in medical education. International Journal of Medical Education, 7, 200–5.
[5]. Develaki, M. (2017).Using computer simulations for promoting model-based reasoning. Epistemological and educational dimensions. Science & Education, 26, 1001–10027.
[6]. Ding, L., Wei, X., & Mollohan, K. (2016). Does higher education improve student scientific reasoning skills?. International Journal of Science and Mathematics Education, 14(4), 619–634.
[7]. Engelmann, K., Neuhaus, B., & Fischer, F. (2016). Fostering scientific reasoning in education meta-analysis evidence from intervention studies. Educational Research and Evaluation, 22(5–6), 333–349.
[8]. Fabby, C., & Koenig, K. (2015). Examining the relationship of scientific reasoning with physics problem solving. Journal of STEM Education: Innovations & Research, 16(4), 141–144.
[9]. Fischer, F., Kollara, I., Uferb, S., Sodiana, B., Hussmannc, H., Pekruna, R., Eberlea, J. (2014). Scientific reasoning and argumentation: Advancing an interdisciplinary research agenda in education. Frontline Learning Research, 5, 28– 45.
[10]. Giere, R. (1991). Understanding scientific reasoning (3rd ed.). Fort Worth, TX: Harcourt Brace Jovanovich.
[11]. Gotwals, A. W., Songer, N. B., & Bullard, L. (2012). Assessing students' progressing abilities to construct scientific explanations. Learning progressions in science, (183– 210)
[12]. Ibrahim, B., Ding, L., Mollohan, K. N., & Stammen, A. (2016). Scientific Reasoning: Theory
[13]. evidence coordination in physics-based and non-physics-based tasks. African Journal of Research in Mathematics, Science and Technology Education, 20(2), 93–105.
[14]. Institute for the Promotion of Teaching Science and Technology. (2017). Course Manual Basic Science Courses Primary level. Bangkok: Institute for the Promotion of Teaching Science and Technology.
[15]. Institute for the Promotion of Teaching Science and Technology. (2017). Research Report of TIMSS Project 2015. Bangkok: Institute for the Promotion of Teaching Science and Technology.
[16]. Jensen, J. L., & Lawson, A. (2011). Effects of collaborative group composition and inquiry instruction on reasoning gains and achievement in undergraduate biology. CBE Life Sciences Education, 10, 64–73.
[17]. Joyce, B.R. and Weil, M. (1996). Model of teaching (5th ed.). New York: Prentice Hall.
[18]. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8thed.). New York: Courtesy of Reece Galleries.
[19]. Jufri, A. W., Setiadi, S., & Sripatmi, D. (2016). Scientific Reasoning Ability of Prospective Student Teacher in The Excellence Program of Mathematics and Science Teacher Education in University of Mataram. Journal Pendidikan IPA Indonesia, 5(1), 69-74.
[20]. Krajcik, J. & McNeill, K. L. (2015). Developing and assessing scientific explanation tasks. In Gunstone, R. (Ed.). Encyclopedia of science education (pp. 285-291). Dordrecht: Springer Netherlands.
[21]. Kuhn, D., & Pearsall, S. (2000). Development origins of scientific thinking. Journal of Cognition and Development, 1, 113–127.
[22]. Lawson, A. E. (1985). A review of research on formal reasoning and science teaching. Journal of Research in Science Teaching, 22(7), 569-617.
[23]. Lawson, A. E. (2000). Development and validation of the classroom test of formal reasoning Revised Edition. Arizona State University.
[24]. Lee, C. Q., & She, H. C. (2010).Facilitating students’ conceptual change and scientific reasoning involving the unit of combustion. Research in Science Education, 40(4), 479–504.
[25]. Martin, M., Mullis, I., Foy, P., & Stanco, G. (2012). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
[26]. Marusic, M., & Slisko, J. (2012). Influence of three different methods of teaching physics on the gain in students’ development of reasoning. International Journal of Science Education, 34(2), 301–326.
[27]. McNeil, K. & Krajcik, J. S. (2008). Inquiry and scientific explanations: Helping students use evidence and reasoning. In J. A. Luft, R. L. Bell & J. Gess-Newsome (Eds.), Science as inquiry in the secondary setting. Arlington: NSTA press.
[28]. National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington DC: National Academy.
[29]. Piekny, J., & Maehler, C. (2013). Scientific reasoning in early and middle childhood: The development of domain-general evidence evaluation, experimentation, and hypothesis generation skills. British Journal of Developmental Psychology, 31, 153–179.
[30]. Peters, E. (2012). Beyond comprehension: The role of numeracy in judgments and decisions. Current Directions in Psychological Science, 21, 31– 35.
[31]. Ruiz-Primo, M. A., Li, M., Tsai, S. P., & Schneider, J. (2010). Testing One Premise of Scientific Inquiry in Science Classrooms: Examining Student, Scientific Explanations and Student Learning. Journal of Research in Science Teaching, 47(5), 583-608.
[32]. Saylor, Galen J., William M. Alexander, and Arthur J. Lewis. (1981). Curriculum Planning for Better Teacher and Learning (4th ed.). New York : Holt Rinehart and Winston.
[33]. She, H. C., & Liao, Y. W. (2010). Bridging scientific reasoning and conceptual change through adaptive web-based learning. Journal of Research in Science Teaching, 47(1), 91–119.
[34]. Taasoobshirazi, G., & Sinatra, G. M. (2011). A structural equation model of conceptual change in physics. Journal of Research in Science Teaching, 48, 901–918.
[35]. Toulmin, S. E. (2003). The Uses of Argument (updated edition). Cambridge: Cambridge University Press.
[36]. Wilson, C., Taylor, J., Kowalski, S., & Carlson, J. (2010). The relative effects and equity of inquiry?based and commonplace science teaching on students' knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 276– 301.
[37]. Yang, H.-T., & Wang, K.-H. (2014). A teaching model for scaffolding 4th grade students’ scientific explanation writing. Science Education, 44, 531–548.
[38]. Zeineddin, A., & Abd-El-Khalick, F. (2010). Scientific Reasoning and Epistemological Commitments: Coordination of Theory and Evidence Among College Science Students. Journal of research in science teaching, 47(9), 1064-1093.
[39]. Zhou S., Han J., Koenig K., A., Pi Y., Li D., & Bao L. (2016). Assessment of Scientific Reasoning: The Raplinger Effects of Task Context, Data, and Design on Student Reasoning in Control of Variables. Think. Skills Creat., 19, 175–187.
[40]. Zimmerman, C. (2007). The development of scientific thinking skills in elementary and
[41]. middle school. Developmental Review, 27, 172–22.