Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis.
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| Title: | Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis. |
|---|---|
| Authors: | Koeneman, Marcel1 m.n.koeneman@rug.nl, Goedhart, Martin1, Ossevoort, Miriam1 |
| Source: | Research in Science Education. Oct2013, Vol. 43 Issue 5, p2009-2034. 26p. |
| Subject Terms: | *Science education (Graduate), *College students, *Communication in education, *Secondary education, Scientific literature, Debate |
| Abstract: | Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students' native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students' reading comprehension and their opinion on the articles and activities. After the intervention, we measured students' ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 90272727 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Koeneman%2C+Marcel%22">Koeneman, Marcel</searchLink><relatesTo>1</relatesTo><i> m.n.koeneman@rug.nl</i><br /><searchLink fieldCode="AR" term="%22Goedhart%2C+Martin%22">Goedhart, Martin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ossevoort%2C+Miriam%22">Ossevoort, Miriam</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Science+Education%22">Research in Science Education</searchLink>. Oct2013, Vol. 43 Issue 5, p2009-2034. 26p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education+%28Graduate%29%22">Science education (Graduate)</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+in+education%22">Communication in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literature%22">Scientific literature</searchLink><br /><searchLink fieldCode="DE" term="%22Debate%22">Debate</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students' native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students' reading comprehension and their opinion on the articles and activities. After the intervention, we measured students' ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11165-012-9341-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 2009 Subjects: – SubjectFull: Science education (Graduate) Type: general – SubjectFull: College students Type: general – SubjectFull: Communication in education Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Scientific literature Type: general – SubjectFull: Debate Type: general Titles: – TitleFull: Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Koeneman, Marcel – PersonEntity: Name: NameFull: Goedhart, Martin – PersonEntity: Name: NameFull: Ossevoort, Miriam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 0157244X Numbering: – Type: volume Value: 43 – Type: issue Value: 5 Titles: – TitleFull: Research in Science Education Type: main |
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