Motivating and Shaping Scientific Argumentation in Lab Reports

Gouvea, Julia; Appleby, Lara; Fu, Liren; Wagh, Aditi

doi:10.1187/cbe.21-11-0316

Cited by 6 publications

(7 citation statements)

References 54 publications

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“…In general, all instructors expressed or manifested responsiveness to students' ideas and learning difficulties (Gouvea and Appleby, 2022), but there were no clear indications of responsiveness in relation to the social and cultural capital that students bring into the classroom (Gay, 2002).…”

Section: Connections To Contextmentioning

confidence: 93%

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Exploring relationships that college instructors seek to build with intention in chemistry classrooms

Moreira,

Talanquer

2024

Chem. Educ. Res. Pract.

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Teaching is a complex activity that demands paying attention to diverse components and relationships that affect the learning process, and acting with intentionality to build and nurture those connections. In this qualitative research study, we proposed and used an intentional–relational framework to explore differences in the relationships that four general chemistry instructors sought and acted to build with intention in their classes. Our goal was not to evaluate the quality of instruction but rather to characterize instructors’ practices to gain insight into educational relationships that may affect student performance. All instructors in our sample manifested a strong interest in helping students succeed in their studies and relied on a variety of resources designed and integrated into their courses to support student learning. They mostly differed in the extent to which they attended and responded to contextual issues, intentionally seeking to make content relevant to students, helping them build connections between their interests and the discipline, and adapting resources to create more inclusive learning environments. These differences seem to affect student performance in common exams. Our study highlights the importance of analyzing the relationships that instructors build with intention to support professional development and teacher reflection, and better understand the impact of instructors’ decisions on student performance.

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Section: Connections To Contextmentioning

confidence: 93%

“…Teacher-Context (Responsive): Teachers select and organize content, implement instruction, and use assessments in manners that are responsive to their students' ideas, ways of thinking, and learning challenges (Gouvea and Appleby, 2022), and to their social and cultural capitals (Gay, 2002).…”

Section: Intentional-relational Frameworkmentioning

confidence: 99%

Exploring relationships that college instructors seek to build with intention in chemistry classrooms

Moreira,

Talanquer

2024

Chem. Educ. Res. Pract.

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“…Out of this exercise, students develop a clear research question. Then the student shifts to the rhetorical space to devise a way to express an assertion about a research problem through writing (Gouvea et al, 2022). The student's rhetoric must convince the advisor and other research committee members about the validity of the assertion that a particular research question has not been posed before or has not been adequately answered and that it is worth one's time and effort to seek and analyze information to answer this question.…”

Section: Research Proposal Writing As a Cognitive Processmentioning

confidence: 99%

A Framework of Rhetorical Moves Designed to Scaffold the Research Proposal Development Process

Reddy

2023

IJDS

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Aim/Purpose: To provide a research proposal writing framework to help doctoral students argue and motivate their efforts at furthering the existing knowledge available to understand some phenomenon or theory. Background: I discuss how the cognitive process theory of writing and the science writing heuristic can lead to a set of rhetorical moves and question prompts that students can use to develop the content of their research proposals. Methodology: I searched the literature on research proposal writing and, more broadly, academic writing to locate teaching and learning concepts associated with my recent question prompt approach used to guide my doctoral students. I used search words such as “writing” and “question prompts.” My review led me to the cognitive process theory of writing and heuristic scaffolding. I searched further using keywords such as “rhetorical move” and “heuristic prompts.” I performed several iterations of literature searches and reviews. Contribution: Instead of guiding a linearly developed research proposal that begins with an Introduction and proceeds to a Literature Review and then a Research Design and Methods section, the framework reveals a research proposal’s underlying logical flow and content by describing five rhetorical moves: establishing a topic question from an interesting phenomenon, establishing research opportunities, selecting a research question, providing a tentative solution, and establishing a plan to investigate the solution. Thus, the framework contributes to scholarship about how educators can facilitate independent reflection and broader problem-solving at the doctoral research proposal development stage. Particularly for the social sciences, it reveals the promise of the cognitive process theory of writing, dual problem space model of reflection, and heuristic scaffolding as valuable theoretical perspectives for the supervision of the planning phase of doctoral research. Recommendations for Practitioners: Teachers and advisors may use the framework’s rhetorical moves and question prompts as cognitive scaffolds to help students navigate an ill-structured problem typical of doctoral research projects in the social sciences. The question type of scaffolding gives the research student more responsibility; rather than the thesis supervisor or advisor articulating a model or nominating the technique, they require the student to self-regulate and develop it independently. This helps deal with the oft-experienced circumstance in which the supervisor does not have time to interact directly and regularly with the student.

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“…The development of scientific thinking through John Dewey's method of reflective understanding of knowledge Introducción La sociedad de hoy es compleja y diversa a causa de los vertiginosos cambios tecnológicos y aplicaciones científicas que han ido solucionando cada vez las nuevas necesidades y exigencias del mundo postmoderno actual (Gelman, 2018;Loayza, 2022). Un derrotero que este escenario impone en el ámbito de la formación científica de nuevos investigadores es cómo educar el pensamiento científico entre tanta novedad de información (verdadera y falsa) y tanto conocimiento (común y científico) (Gouvea et al, 2022). De allí que sea importante revitalizar la máxima de René Descartes cogito ergo sum (pienso, luego existo), aunque con un pensar que discrimine lo positivo, lo verdadero y valido de lo irrelevante: Un pensamiento reflexivo que le permita al novel investigador una observación eficaz, una agudeza intuitiva para reconocer problemas de investigación y que lo oriente hacia el descubrimiento científico (Gelman, 2018;Loayza-Maturrano, 2021;Suparman et al, 2022).…”

Section: El Desarrollo Del Pensamiento Científico a Través Del Método...unclassified

“…He (2021) en su estudio sobre la aplicación de la informática en la educación universitaria propone el cultivo del pensamiento científico en la educación informática a través de actividades prácticas por computadora. Gouvea et al (2022) en una investigación sobre informes de laboratorio encontraron que si se incluye variaciones en los experimentos se incrementa la incertidumbre y, por tanto, se mejora las interpretaciones y la argumentación de sus planteamientos. De ello se infiere que se mejora la capacidad de argumentación y el desarrollo del pensamiento científico.…”

Section: El Desarrollo Del Pensamiento Científico a Través Del Método...unclassified

El desarrollo del pensamiento científico a través del método de comprensión reflexiva del conocimiento de John Dewey

Maturrano

2023

EEC

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Un problema aún no resuelto en la formación de la competencia investigativa es cómo desarrollar el pensamiento científico en el futuro investigador, pues se requiere de procedimientos, estrategias y métodos que orienten el proceso de generación del conocimiento. Así, el propósito de este artículo teórico es concebir una forma de desarrollar el pensamiento científico mediante el método de comprensión reflexiva del conocimiento de John Dewey. El estudio teórico interpretativo-propositivo se complementa con una encuesta aplicada a estudiantes universitarios, quienes manifiestan la eficacia del método Dewey en la formación del pensamiento científico. En los resultados y discusión se explican las cinco fases del pensamiento reflexivo de Dewey: Reconocimiento del problema, establecimiento de hipótesis provisionales, investigación de la situación actual del problema, revisión de hipótesis y prueba de hipótesis. Asimismo, se analiza la etapa de comprensión, la etapa de predicción y la etapa de análisis para desarrollar ideas. Se concluye que si los estudiantes son educados sistemáticamente en las fases y etapas de la comprensión reflexiva del conocimiento de Dewey, conseguirán desarrollar de forma efectiva el pensamiento científico.

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Motivating and Shaping Scientific Argumentation in Lab Reports

Cited by 6 publications

References 54 publications

Exploring relationships that college instructors seek to build with intention in chemistry classrooms

Exploring relationships that college instructors seek to build with intention in chemistry classrooms

A Framework of Rhetorical Moves Designed to Scaffold the Research Proposal Development Process

El desarrollo del pensamiento científico a través del método de comprensión reflexiva del conocimiento de John Dewey

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