Scientific Texts Written by Undergraduate Chemistry Students: Professors' Analysis

Oliveira, Jane Raquel Silva de; Queiroz, Salete Linhares

doi:10.5935/0100-4042.20140236

Cited by 1 publication

(4 citation statements)

References 1 publication

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“…This finding is relevant because, despite offering substantial and novel contributions to the understanding of scientific argumentation, there are few studies on the use of the model to analyze arguments, most of which come from Brazil. 13,19,20 ■ ASSOCIATED CONTENT…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, it sheds light on how students incorporate scientific language and engage in the proposed educational activity. 12,13 ■ DATA COLLECTION AND ANALYSIS…”

Section: ■ Kelly and Takao's Argumentation Modelmentioning

confidence: 99%

“…However, employing this analysis enables an understanding of how students correlate evidence and theoretical information when constructing an argument. Furthermore, it sheds light on how students incorporate scientific language and engage in the proposed educational activity. , …”

Section: Kelly and Takao’s Argumentation Modelmentioning

confidence: 99%

“…Finally, this study has the potential to favor the dissemination of the model by both science education researchers and chemistry teachers by responding positively to the query posed by Kelly and Takao, “... if the model is effective in other disciplines or within other rhetorical tasks” (p. 335). This finding is relevant because, despite offering substantial and novel contributions to the understanding of scientific argumentation, there are few studies on the use of the model to analyze arguments, most of which come from Brazil. ,, …”

Section: Conclusion and Educational Implicationsmentioning

confidence: 99%

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Examination of the Epistemic Status of Propositions Incorporated within Arguments of Undergraduate Chemistry Students

Silva de Lima,

Queiroz

2024

J. Chem. Educ.

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In the context of academic and professional training, effectively constructing arguments is a fundamental skill for chemists. In this way, educational practices that promote this skill are a constant target of attention, as is the analysis of the quality of arguments produced by students. Models capable of supporting this analysis gain importance, among which stand out those of the domain-general used to analyze arguments generated inside or outside the field of science. On the other hand, only a limited number of recurring studies examine arguments using domainspecific models built upon criteria that exclusively pertain to scientific arguments. Based on a domain-specific model, the quality of arguments in oral presentations by undergraduate chemistry students, designed with the purpose of showing the audience the solution found for interrupted case studies on the effects of mining on water resources, was assessed. The results allowed comparisons to be made regarding their quality and the identification of the way in which each group resorted to the inscriptions provided in the case narratives to support their main conclusions.

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Section: Discussionmentioning

confidence: 99%

“…Furthermore, it sheds light on how students incorporate scientific language and engage in the proposed educational activity. 12,13 ■ DATA COLLECTION AND ANALYSIS…”

Section: ■ Kelly and Takao's Argumentation Modelmentioning

confidence: 99%