The scientific thinking and reasoning framework and its applicability to manufacturing and services firms in natural sciences

ABSTRACT

Background

The competencies for the 21st century are defined as a broad and interrelated system of knowledge, skills, values and attitudes enabling the full application of man in personal and professional life. Regarding the science education competencies combining science and scientific knowledge, as well as skills such as inquiry, critical thinking, analytical thinking, problem solving and decision making should be developed. These higher-order abilities are reflected in the concept of scientific thinking and reasoning that has no specific definition yet, although many employers expect these abilities at their job applicants.

Purpose

The purpose of this study is to create a framework of scientific thinking and reasoning for knowledge-based companies operating in natural sciences that would meet the needs of these companies.

Sample

Theoretical research is based on analysis, comparison and synthesis of five relevant scientific and reasoning frameworks from years 1997–2014. Empirical research was an expert survey conducted with seven participants, experts working on key positions inside companies, followed by two interviews with experts outside the companies.

Design and methods

During the first part of the study a prototype of a scientific thinking and reasoning framework based on the methods of theoretical research was developed. Following empirical part (expert survey) aimed at adjusting the framework based on semi-structured interviews to employees in key positions of companies whose production portfolio or services are based on the knowledge and skills of their employees in natural science disciplines.

Results

Qualitative analysis of interviews showed that the proposed framework seems as a useful tool for companies that can easier identify the skills and abilities for their employees. Conclusion: The framework has been slightly changed according to results of the analysis and can be used as a supporting tool bridging the gap between those who prepare students for a specific graduate job and the companies that employ graduates.

KEYWORDS:

• Scientific thinking and reasoning
• competence framework
• companies
• expert survey

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed at https://doi.org/10.1080/02635143.2021.1928048.

Notes

1. Kuhn considers four phases of knowledge acquisition – inquiry, analysis, inference (moving from procedural strategies to declarative claims) and argumentation, which represent the essential core domain of scientific thinking.

Additional information

Funding

This work was supported by the Charles University Research Centre programme [UNCE/HUM/024]; Charles University, Progres [Q17].