Assessing Pupils’ Scientific Reasoning Skills Using Drawings and Journal Logs

Scientific reasoning skills are defined as the cognitive skills necessary to understand and evaluate scientific information. These skills include observation, interpretation, prediction, and conclusion. In this study, Grade 4 pupils (N = 32) experienced a blended learning instruction on plant propagation, which involved face-to-face sessions, use of electronic modules with interactive applications and use of digital media. This study examines the efficacy of assessing pupils’ scientific reasoning skills using their drawings and journal logs. Analysis of students’ drawings showed that Prediction was manifested by 97% of the pupils, closely followed by Conclusion manifested by 96% of the pupils, Interpretation manifested by 94% of the pupils, and Observation was the least manifested by 90% of the pupils. The study underscores that a well-designed eModule using interactive applications facilitated the development of the students’ scientific reasoning skills in understanding the concept of plant propagation, promoted creative thinking, self-directed learning, and mastery through varied technologies.