ANALYZING STUDENTS' SCIENTIFIC REASONING PATHWAYS TOWARDS HEALTH PRODUCT INFORMATION

Abstract

The objectives of this research were 1) to analyze the ability levels and patterns of scientific reasoning, and 2) to classify the types of scientific misconceptions and reasoning gaps of upper secondary school students regarding health supplement product information. This research employed a descriptive survey design to assess the current state. The target group consisted of 20 Grade 11 students, who were selected using purposive sampling. The research instrument was a scientific explanation ability assessment based on the Claim-Evidence-Reasoning (CER) framework using four health product advertisement case studies: chlorophyll drinks, collagen, glutathione, and vitamin C-infused water. The instrument demonstrated Content Validity with an IOC ranging from 0.67–1.00. Data analysis was performed using content analysis and descriptive statistics. The inter-rater reliability correlation coefficient was 0.87 The results revealed that students exhibited a scientific reasoning pattern of 'intuitive decision-making without a reasoning base.' While they demonstrated a high ability to identify claims (62.5%), indicating decision-making confidence, their capacity for evidence and reasoning was severely limited. Specifically, only 3.75% and 2.5% of students were able to provide completely accurate evidence and level 3 reasoning, respectively, reflecting that students’ reasoning gap. Furthermore, in-depth analysis identified misconceptions categorized into three main phenomena: 1) the structural trap, where students linked molecular structural similarity to functional equivalence; 2) the numerical trap, where students adhered to high advertising figures while neglecting the principle of homeostasis; and 3) the biological black box, where students lacked understanding of metabolic processes, leading to beliefs in direct nutrient absorption. These findings highlight the urgent need to develop learning processes that emphasize critical thinking and media literacy through scientific inquiry.