Science and Non-Science Undergraduate Students’ Critical Thinking and Argumentation Performance in Reading a Science News Report

Lin, Song

doi:10.1007/s10763-013-9451-7

Cited by 48 publications

(37 citation statements)

References 37 publications

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“…That is the reason why little is known about their effects at 3106-3 university level (Mysliwiec, Shibley, and Dunbar 2004). Also, very little research has been directed toward an important matter relevant to that aim, namely, how undergraduates evaluate wrong scientific information presented in news articles (Lin 2014).…”

Section: Scientific Media Literacymentioning

confidence: 99%

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Archila¹,

Molina²,

Mejía³

2019

Rev_Eureka_ensen_divulg_cienc

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Being aware of the importance of thinking critically about wrong scientific information presented in news articles is an important form of scientific media literacy. However, little is known about how undergraduates evaluate wrong scientific information presented in news articles. This article discusses the effect of a teaching-learning sequence (TLS) in promoting students' awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles. It examines the written and oral arguments produced by 141 university students (73 females and 68 males, 16-22 years old) in Colombia during a complete TLS supervised by the same instructor. The data used in this analysis was collected from students' written responses, and audio and video recordings. The first aim of this investigation was to provide evidence of how undergraduates evaluate wrong scientific information presented in news articles when purposely no definition of misleading information is given. The second was to assess the effectiveness of the TLS in promoting students' awareness of the importance of thinking critically about wrong scientific information presented in news articles. The findings show that not all participants perceived misleading information in the same way, and students usually overestimate the truth or certainty that can be attributed to scientific information communicated in news articles.

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Section: Scientific Media Literacymentioning

confidence: 99%

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Archila¹,

Molina²,

Mejía³

2019

Rev_Eureka_ensen_divulg_cienc

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show abstract

“…Estes exercem influência direta sobre as possibilidades de mobilização daquelas (Almudi & Ceberio, 2014;Kasseboehmer & Ferreira, 2013;Klahr & Dunbar, 1988;Lin, 2014;Mulder, Lazonder & de Jong, 2010;Valanides, Papageorgiou & Angeli, 2013). O trabalho de Marusic e Slikso (2012) traz evidências dessa indissociabilidade ao mostrar que certas experiências no domínio conceitual favorecem o desenvolvimento de estratégias de raciocínio.…”

Section: Pensamento Científicounclassified

Experiências De Pensamento Científico Em Aulas De Física

Faria

Vaz

2018

IENCI

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Governos, entidades e pesquisadores propõem a promoção de experiências escolares que deem aos estudantes oportunidade de mobilizar o pensamento científico, isto é: de usarem conhecimentos de domínio específico e estratégias de domínio geral. Observamos estudantes em situações regulares de sala de aula e tomamos como objeto de investigação suas experiências de pensamento científico. O objetivo da pesquisa foi caracterizar essas experiências de pensamento científico de dois grupos de estudantes que se envolveram na resolução de tarefas sobre dinâmica newtoniana. Participaram 19 voluntários, de 15 a 17 anos, dos cursos técnicos de nível médio em eletrônica e informática de uma escola técnica federal localizada em Belo Horizonte. As atividades propostas aos estudantes são parte regular do curso de Física desde 2010. Não houve intervenção especial para condução da pesquisa. A coleta de dados foi feita durante as aulas com gravações em áudio e vídeo; notas de observação de campo; e fotografias de cadernos dos estudantes e de pôsteres elaborados para apresentação em classe. Selecionamos para análise dois grupos de quatro estudantes, escolhidos com base na sua assiduidade. Transcrevemos episódios em que identificamos experiências de pensamento científico. Essas transcrições, as notas de campo e as fotografias foram trabalhadas no processo de análise dos dados. Para analisar os dados, recorremos à Teoria da Experiência de John Dewey. Nossos resultados indicam que os dois grupos tiveram experiências educativas, mas elas foram qualitativamente distintas. Essa distinção na qualidade das experiências decorre das diferentes maneiras como os estudantes interagiram com as condições dadas para o desenvolvimento das tarefas. Informações adicionais são dadas sobre as circunstâncias escolares em que a pesquisa foi conduzida para melhor avaliação da qualidade dos seus resultados.

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“…Luckily, the majority of the rebuttals have one specific theme to their counterargument, allowing groups to generally categorize their counterargument. The groups and I then debate each counterargument individually in front of the entire class with specific refuting information cited to support each counterclaim . For the debate, each rebuttal discussion lasts approximately 5 minutes with a 1 minute debriefing after each discussion.…”

Section: Overall Assignment Designmentioning

confidence: 99%

“…The process of scientific debate using scientific data, argumentation, and rebuttal is central to the scientific process, but has been underrepresented in traditional undergraduate science education . However, with confirmed student learning gains, including increases in students' critical reasoning skills, understanding of the power and limitations of science, and motivation for learning, incorporation of scientific discourse into undergraduate classrooms has been a central tenet of recent calls for science education reform . Contextualization of these scientific discourses within larger societal, scientific, or cultural debates provides one successful framework for helping students practice the critical reasoning, argumentation, and scientific literature skills essential to involvement in these debates .…”

mentioning

confidence: 99%

Arsenic‐based Life: An active learning assignment for teaching scientific discourse

Johnson

2016

Biochem Molecular Bio Educ

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Among recent high profile scientific debates was the proposal that life could exist with arsenic in place of phosphorous in its nucleic acids and other biomolecules. Soon after its initial publication, scientists across diverse disciplines began to question this extraordinary claim. Using the original article, its claims, its scientific support, and the ensuing counterarguments, a two-day, active learning classroom exercise was developed focusing on the presentation, evaluation, and discussion of scientific argumentation and discourse. In this culminating assignment of a first semester biochemistry course, undergraduate students analyze the scientific support from the original research articles and then present and discuss multiple scientific rebuttals in a lively, civil classroom debate. Through this assignment, students develop a sense of skepticism, especially for the original arsenic-based life claims, and learn to clearly articulate their counterarguments with scientific support and critical reasoning. With its direct integration into firstsemester biochemistry curriculum and the excitement surrounding arsenic based life, this assignment provides a robust, simple, and stimulating framework for introducing scientific discourse and active learning into the undergraduate molecular science curriculum. V C 2016 by The International Union of Biochemistry and Molecular Biology, 45(1): 40-45, 2017.

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Science and Non-Science Undergraduate Students’ Critical Thinking and Argumentation Performance in Reading a Science News Report

Cited by 48 publications

References 37 publications

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

Experiências De Pensamento Científico Em Aulas De Física

Arsenic‐based Life: An active learning assignment for teaching scientific discourse

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