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.

中文翻译：

---

科学思维和推理框架及其对自然科学中制造和服务公司的适用性

摘要

背景

21 世纪的能力被定义为广泛且相互关联的知识、技能、价值观和态度体系，使人能够在个人和职业生活中得到充分应用。关于结合科学和科学知识的科学教育能力，以及探究、批判性思维、分析性思维、解决问题和决策等技能。这些高阶能力反映在尚无具体定义的科学思维和推理的概念中，尽管许多雇主希望他们的求职者具备这些能力。

目的

本研究的目的是为在自然科学领域运营的以知识为基础的公司创建一个科学思维和推理框架，以满足这些公司的需求。

样本

理论研究基于对 1997-2014 年五个相关科学和推理框架的分析、比较和综合。实证研究是对七名参与者进行的专家调查，这些参与者是在公司内部担任关键职位的专家，然后是对公司外部专家的两次访谈。

设计与方法

在研究的第一部分，开发了一个基于理论研究方法的科学思维和推理框架的原型。下面的实证部分（专家调查）旨在调整基于半结构化访谈的框架，对公司关键职位的员工进行调查，这些公司的生产组合或服务基于员工在自然科学学科的知识和技能。

结果

访谈的定性分析表明，拟议的框架似乎是公司的有用工具，可以更轻松地确定员工的技能和能力。结论：该框架根据分析结果略有变化，可用作弥合为特定毕业生工作准备学生的机构与雇用毕业生的公司之间的差距的支持工具。