Biomedical Engineering Students’ Question Posing Skill Based on Reading Scientific Articles

Dori, Yehudit Judy; Allouche, Amira; Herscu-Kluska, Ronit; Herscovitz, Orit; Yarden, Hagit; Blinder, Yaron; Levenberg, Shulamit

doi:10.1007/s10956-022-10015-y

Cited by 3 publications

(3 citation statements)

References 62 publications

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Section: Reading and Writing Scientific Texts With Genaimentioning

confidence: 99%

“…The oversimplification of SVR limits the possibility of student engagement with GenAI in science education. Contemporary LLSE studies present a more nuanced perspective, highlighting reading and writing are acts of inquiry related to the practices of science (e.g., Dori et al, 2023; Kloser et al, 2023). Key constructs in this area that are relevant to the use of GenAI include: interactive‐constructive reading model , text genre , and reading‐writing integration .…”

Section: Connection Of Llse Studies To Use Of Genaimentioning

confidence: 99%

“…Another key construct in LLSE studies is the integration of reading and writing in literacy instruction, emphasizing that these skills reinforce each other. Various types of reading‐based writing tasks have shown positive effects on content mastery and epistemic cognition (e.g., Deng et al, 2019; Dori et al, 2023). According to a study in The Netherlands (Lammers et al, 2019), one particular type of reading‐based writing task is synthesis writing, requiring students to read and write according to an explicit genre‐based instruction, such as scientific argumentation structure (SAM).…”

Section: Connection Of Llse Studies To Use Of Genaimentioning

confidence: 99%

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Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Tang

2024

Science Education

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Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive‐constructive reading model, text genre, reading‐writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE.

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Section: Reading and Writing Scientific Texts With Genaimentioning

confidence: 99%

Section: Connection Of Llse Studies To Use Of Genaimentioning

confidence: 99%

Section: Connection Of Llse Studies To Use Of Genaimentioning

confidence: 99%

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Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Tang

2024

Science Education

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Linking Research, Technology, and Sustainability to Improve the Learning of How Ecological Processes Impact Human Health

Rodríguez-Rey,

Ruiz-Benito,

Zavala

et al. 2024

Lecture Notes in Educational Technology

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Teaching and Assessing Thinking Skills and Applying Educational Technologies in Higher Education

Dori,

Lavi

2023

J Sci Educ Technol

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Integrating thinking skills into higher education pedagogy requires suitable models, methods, and tools for both instruction and assessment. Some of these tools apply one or more educational technologies. The articles in this special issue focus on higher education with four common themes: online or virtual courses and modules, science and engineering education, active learning methods, and critical thinking. This special issue sheds light on the critical importance of thinking skills development and assessment in higher education and underscores the need for continued research and innovation in the realm of educational technology.

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Biomedical Engineering Students’ Question Posing Skill Based on Reading Scientific Articles

Cited by 3 publications

References 62 publications

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Linking Research, Technology, and Sustainability to Improve the Learning of How Ecological Processes Impact Human Health

Teaching and Assessing Thinking Skills and Applying Educational Technologies in Higher Education

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