Resumen de Primera aproximación a los efectos de la creatividad, calibración y alfabetización científica sobre el razonamiento lógico en la educación secundaria

Juli Zacarés Perea, Joan Josep Solaz Portolés, Vicente Sanjosé

• Logical reasoning is of great importance in citizenship education, in fact, it is considered a key aspect for the development of critical thinking. This study aims to explore secondary school students’ logical reasoning skills and the effects that scientific creativity, calibration, scientific literacy, grade level, and gender have on them. A quantitative ex post facto cross-sectional research was conducted. A total of 125 students (62 girls and 63 boys) from three different grades of Spanish secondary education (9th, 10th, and 11th grades, between 14 and 17 years old) participated in this study. A questionnaire on scientific creativity, another on scientific literacy, and a logical reasoning test, which included an assessment of answer correctness (calibration), were administered to participants. The scores obtained, as well as correlation and multiple regression analyses, suggest the following: a) the logical reasoning skills of secondary school students are unsatisfactory; b) scientific creativity, calibration, and scientific literacy predict a significant portion of the variability in logical reasoning skills; and c) calibration is the variable that contributes most to the variability of logical reasoning skills, and considering the positive sign of its standardized regression coefficient (β) and correlation coefficient, it can be concluded that higher reasoning skills correspond to higher scores on calibration, implying greater underconfidence in this context.

  Keywords: logi