Scientific Argumentation Model (SAM): A Heuristic for Reading Research Articles by Science Students

Lacum, Edwin van; Koeneman, Marcellinus; Ossevoort, Miriam; Goedhart, M.J

doi:10.1007/978-3-319-20074-3_12

Cited by 8 publications

(20 citation statements)

References 29 publications

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“…Rhetorical moves are defined as text fragments fulfilling a specific communicative function, present in the different sections playing an important role in the argumentation. An example is the research question in the introduction (Connor, Upton, & Kanoksilapatham, 2007;Swales, 1990;Van Lacum, Koeneman, Ossevoort, & Goedhart, 2016).…”

Section: Research Article Genre Characteristicsmentioning

confidence: 99%

“…As we reported in previous work, a way to support undergraduate students' rhetorical consciousness in reading is to make use of the Scientific Argumentation Model (SAM) (Van Lacum et al, 2016;Van Lacum, Ossevoort, & Goedhart, 2014). This heuristic was developed to help science undergraduates read and understand the argument in research articles focusing explicitly on the rhetorical structure of a research article.…”

Section: Research Article Genre Characteristicsmentioning

confidence: 99%

“…This heuristic was developed to help science undergraduates read and understand the argument in research articles focusing explicitly on the rhetorical structure of a research article. SAM consists of a set of seven rhetorical moves in research articles and their characteristics, and a scheme that shows the relationships between the moves (Van Lacum et al, 2016). Van Lacum et al (2014) found that the use of SAM helped students to read research articles.…”

Section: Research Article Genre Characteristicsmentioning

confidence: 99%

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Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students

Lammers

Goedhart

Avraamidou

2019

International Journal of Science Education

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This study reports about biology undergraduates' writing in a course with genre-based writing instruction. The students read, analyse and synthesise research articles using the Scientific Argumentation Model (SAM), a tool to make explicit the characteristics of the research article genre. We explored to what extent 21 students make a synthesis when writing a review of two research articles and which research article's genre characteristics (rhetorical moves and qualifiers) they use. We defined a synthesis as a task in which students select, organise, and connect the articles' content. The analysis of students' reviews showed that most students made a synthesis of both articles. The articles' objective, supports and main conclusion were mostly reflected in the students' reviews. Most students did not use a qualifier in their final conclusion, and when they did use a qualifier it sometimes did not correspond to their main text, suggesting difficulties with understanding the rhetorical meaning of qualifiers. We suggest, supported by our interview and questionnaire data, that SAM could be useful for understanding, selecting, and organising research articles' content when writing a review. We conclude that the use of SAM could be a first step in synthesising research articles focused on supporting students' rhetorical consciousness.

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Section: Research Article Genre Characteristicsmentioning

confidence: 99%

Section: Research Article Genre Characteristicsmentioning

confidence: 99%

Section: Research Article Genre Characteristicsmentioning

confidence: 99%

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Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students

Lammers

Goedhart

Avraamidou

2019

International Journal of Science Education

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“…We were particularly concerned with introducing students to the rhetorical structure: a set of text fragments contributing to the line of reasoning in a research article, which runs from the study's reason and the research purpose towards the claim justified by evidence. This justification of a claim by evidence represents an argument (Connor, Upton, & Kanoksilapatham, 2007;Swales, 1990;Toulmin, 1958;Van Lacum, Koeneman, Ossevoort, & Goedhart, 2016). Recognizing the rhetorical structure of scientific text genres, referred to as rhetorical consciousness, is essential in getting acquainted with a text genre (Swales, 1990;Yarden et al, 2015), and is part of genre knowledge (Tardy, 2009a).…”

Section: Development Phasementioning

confidence: 99%

“…As they stated, ''if these general meanings are missed, then the reader not only has read poorly, the reader has failed to grasp the scientific meaning beyond the surface content level and failed to grasp science'' (p. 235). To point students to the rhetorical structure of research articles we used a heuristic: the Scientific Argumentation Model (SAM), Introduction Chapter 1 developed by Van Lacum et al (2016). This heuristic was designed to support life science undergraduates in reading and understanding a research article's argument focusing explicitly on the rhetorical structure of a research article by pointing to specific text fragments with a specific communicative function, for example, a main conclusion (Figure 1.2).…”

Section: Development Phasementioning

confidence: 99%

Scientific Writing in Undergraduate Science Curricula: Reading and Analyzing Research Articles to Support Physics and Biology Students’ Written Argument Construction

Lammers

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Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

Archila,

Ortiz,

Truscott de Mejía

2024

Sci & Educ

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There is a consensus within the science education community that primary scientific literature is a legitimate and desirable educational resource. Moreover, critical reading of scientific articles is widely recognized as a key aspect of scientific literacy. However, university science courses rarely provide students with explicit opportunities to cultivate their critical reading skills. Much of the reason for this is that instructors tend to hold a passive learning view of reading in which students are expected to absorb information from scientific articles. The purpose of this study was to provide research evidence that an active learning scenario (ALS) combining (1) argumentation, (2) peer critique (also referred to as peer assessment), and (3) the Task-Oriented Reading Instruction framework (Ritchey & List, College Teaching, 70(3), 280–295, 2022) could be a concrete and realistic possibility for engaging students in the critical reading of scientific papers. The data analyzed in this study were the written critiques of scientific research articles and written peer feedback produced by sixty-one university students (38 females and 23 males, 19–25 years old). The results indicate that the ALS effectively offered students explicit opportunities to become more active and more critical readers of scientific articles, producing arguments, anticipating counterarguments, and constructing rebuttals. Implications related to critical reading instruction in science education and supporting students’ development of critical reading skills are discussed.

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Scientific Argumentation Model (SAM): A Heuristic for Reading Research Articles by Science Students

Cited by 8 publications

References 29 publications

Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students

Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students

Scientific Writing in Undergraduate Science Curricula: Reading and Analyzing Research Articles to Support Physics and Biology Students’ Written Argument Construction

Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

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