How Students Argue Scientific Claims: A Rhetorical-Semantic Analysis

Kelly, Gregory J.; Bazerman, Charles

doi:10.1093/applin/24.1.28

Cited by 96 publications

(89 citation statements)

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“…Particularly, they benefitted from practicing the use of scientific language. Previous research has found that it is important for science learning to offer opportunities for students to practice scientific language [66][67][68]. China's physics standards also explicitly call for the development of scientific language through learning core concepts [4].…”

Section: Isia Intervention Enhanced Students' Conceptual Learning Inmentioning

confidence: 99%

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

2018

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This study investigated the effectiveness of a novel inquiry-based instructional sequence using interactive simulations for supporting students' development of conceptual understanding, inquiry process skills and confidence in learning. The study, conducted in Beijing, involved two teachers and 117 students in four classes. The teachers participated in professional learning and were supported in enacting one of two different instructional approaches the Interactive Simulations Instructional Approach (ISIA) (experimental group) or conventional instruction (control group). Each student group completed pre-tests and post-tests, and classroom observations were conducted to ensure that the implementation of the intervention was consistent. Our findings reveal that students in the ISIA group demonstrated significantly greater gains in conceptual understanding, inquiry process skills and confidence in learning than their peers in the conventional instruction group. Neither students' sex nor their levels of academic achievement showed main effects on students' achievement in any of the three outcome types (understanding, skill, confidence). This study demonstrates that the combination of interactive simulations and inquiry-based learning can enhance the development of students' conceptual understanding, inquiry process skills and confidence in learning.

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Section: Isia Intervention Enhanced Students' Conceptual Learning Inmentioning

confidence: 99%

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

2018

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“…Em linhas gerais, nosso trabalho se enquadra dentro dos estudos sobre a leitura e a escrita na universidade (CARLINO 2004(CARLINO , 2005(CARLINO , 2006(CARLINO , 2011(CARLINO , 2013ARNOUX et al, 1996;ARNOUX & ALVARADO, 1999;ARNOUX et al, 2002;MARÍN & HALL, 2004;VÁZQUEZ & MIRAS, 2004;LEA & STREET, 1998;HILLARD & HARRIS, 2003;KELLY & BAZERMAN, 2003), os gêneros acadêmicos em relação às comunidades discursivas disciplinares (BHATIA, 1993(BHATIA, , 2004PARODI, 2008PARODI, , 2010MARINKOVICH & SALAZAR, 2011;TAPIA & MARINKOVICH, 2013;MARINKOVICH & CÓRDOVA, 2014;MOTTA-ROTH, 2001), e seu vínculo com a argumentação acadêmica (PADILLA et al, 2011;PERIN et al, 2003;ZUBER-SKERRITT & PERRY, 2002;WOLFE, 2011;SOTO VERGARA, 2002;DE LARRAIN, 2009). …”

Section: Quadro Teórico E Estado Da Questãounclassified

A persuasão em trabalhos de conclusão de curso do bacharelado em Geologia

Hael

2017

EID&A

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Resumo: O objetivo deste trabalho é indagar sobre a presença de elementos persuasivos em trabalhos de conclusão de curso do Bachar universidade pública argentina, a fim de determinar que papel é exercido pela argumentação retórica nestes escritos, considerando a classificação proposta por Padilla, Douglas e Lopez (2011) sobre as possibilidades de argumentação (demonstrativa, retórica e dialética). Para cumprir nosso propósito, utilizamos a classificação de recursos de impessoalidade e de personalização de García Negroni (2008) e a de "outros elementos de relação" de Hyland (2000), e contabilizamos em nosso corpus a presença de todos estes elementos, oferecendo, também, exemplos ilustrativos de cada categoria. Palavras-chave: Argumentação. Persuasão. Trabalho de conclusão de curso. Abstract:The main objective of this paper is to inquire abou persuasive elements in undergraduate final theses of Geology, in order to examine the role that rhetorical argumentation plays in these writing. To do so, I drew upon the scheme proposed by Padilla, Douglas and Lopez (2011) about academic argumentation, which includes the demonstrative, the rhetoric and the dialectical modes; the categorization about impersonalization and personalization resources proposed by García Negroni (2008);and Hyland's (2000) classification about "other relational markers". I have counted the incidence of these discursive elements in the corpus, offering illustrative examples of each category.

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“…The evolution of an author's position allows the author and readers to learn from the emerging evidence embedded in the text. Third, writing provides a potentially useful strategy to engage students in the social and cognitive practices of evidence formation (Kelly & Bazerman, 2003). Writing tasks can be constructed using the disciplinary resources of data and investigative tools to acculturate students into disciplinary knowledge, norms, and practices.…”

Section: Argument In Science and Schoolsmentioning

confidence: 99%

“…First, the development of written argument requires many general as well as task-specific language skills (Kelly & Bazerman, 2003). Written argument requires students to draw on diverse knowledge and practices, including conceptual knowledge specific to the scientific discipline, rhetorical knowledge specific to the genre conventions of the discipline and writing task, and linguistic knowledge of lexicon and grammar (Halliday & Martin, 1993).…”

Section: Argument In Science and Schoolsmentioning

confidence: 99%

Analysis of Lines of Reasoning in Written Argumentation

Kelly

Regev

Prothero

2007

Argumentation in Science Education

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Written texts play an important role in the activity systems generating knowledge in professional and educational settings. Empirical studies of the social construction of scientific knowledge in scientific and school settings have identified a range of purposes, uses, and genres of written communication (Kelly & Chen, 1999;Knorr-Cetina, 1999). The persuasive discourse of written argument is one such type of written communication that has played a significant role in the development of scientific knowledge (Bazerman, 1988;Gross, 1990). As noted by Yore et al. (2006), written communication provides a means to articulate evidence, warrants, and claims; reflect on proposed ideas; critique the scientific work of others; and establish proprietorship of intellectual property. An important dimension of science learning is the ability to use, assess, and critique evidence (Hodson, 2003;Yore et al., 2003). This ability includes understanding the relationships among questions, data, and claims, as well as how these relationships can be organized to formulate evidence for a given task and audience (Wallace et al., 2004). While the use of evidence in reasoning is a noted goal of scientific inquiry, little research has focused on the difficulties students may have integrating data with text to formulate coherent arguments. This chapter examines specific rhetorical demands necessary to prepare a successful scientific argument. The theoretical framework for this study incorporates research of writing to learn science and argumentation in science. We investigate these issues in a technology-rich university oceanography course designed for undergraduate non-science majors.The objective of this chapter is to identify and analyze the nature of the claims being made by the student writers and how these claims are developed as the lines of reasoning supporting a thesis. These analyses illustrate ways that large-scale earth data-sets can be used to prepare students to examine and employ evidence in scientific and socio-scientific domains. Drawing from the fields of argumentation theory and rhetoric of science as well as previous studies of an ongoing research program, specific epistemic and rhetorical criteria are developed and applied for the purposes of assessing the strength of the students' arguments. These criteria were brought to bear on two types of writing tasks with differing rhetorical demands. In one case, the students use geological data to develop and sustain theoretical arguments regarding plate tectonics. In a second application, the students consider broader earth-climate issues, using similar evidence-based argumentation practices, S. Erduran and M. P. Jiménez-Aleixandre (eds.), Argumentation in Science Education.137

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How Students Argue Scientific Claims: A Rhetorical-Semantic Analysis

Cited by 96 publications

References 0 publications

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations

A persuasão em trabalhos de conclusão de curso do bacharelado em Geologia

Analysis of Lines of Reasoning in Written Argumentation

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