scholarly journals Criticism and Interpretation: Teaching the Persuasive Aspects of Research Articles

2006 ◽  
Vol 5 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Christopher M. Gillen
Keyword(s):  
Active Learning ◽  
Critical Evaluation ◽  
Research Articles ◽  
Scientific Process ◽  
Pedagogical Strategies ◽  
Criticism And Interpretation ◽  
Teaching Research ◽  
Professional Audience ◽  
Excellent Tool ◽  
Interpretation Of Results

Research articles are an excellent tool for promoting active learning about the scientific process. One difficulty in teaching research articles is that they address a professional audience and often seek to be persuasive as well as informative. This essay discusses pedagogical strategies that are intended to help students differentiate the purely informative aspects of research articles, such as descriptions of the methods and results, from the persuasive aspects, such as interpretation of results and critical evaluation of the work of other scientists.

Using the Interactive Whiteboard to Stimulate Active Learning in School Science

2010 ◽  
pp. 102-117 ◽  
Author(s):  
Sara Hennessy ◽  
Rosemary Deaney ◽  
Chris Tooley
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
School Science ◽  
Interactive Whiteboards ◽  
Secondary Teacher ◽  
Pedagogical Strategies ◽  
Video Recordings ◽  
Field Notes ◽  
The Uk

This case study is set in the context of an extraordinarily rapid influx of interactive whiteboards in schools in the UK. The focus is on pedagogical strategies used to harness the functionality of this powerful technology to support teaching and learning in science. The study offers a vivid example of how one expert secondary teacher used the IWB technology and other digital resources to support “active learning” about the process of photosynthesis by a class of students aged 14-15. Collaborative thematic analysis of digital video recordings, teacher diary, field notes and post-lesson interview data from a sequence of six lessons yielded detailed, theorized descriptions of the teacher’s own rationale. The chapter concludes by highlighting a multimedia resource produced as an outcome of this case study in order to support professional development of practitioners working in other contexts.

scholarly journals Information Literacy Strategies Used by Second- and Third-Year Biology Students

2019 ◽  
Author(s):  
Catherine Lantz ◽  
Paula R Dempsey
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Information Literacy ◽  
Scientific Practice ◽  
Scientific Discovery ◽  
Research Articles ◽  
Primary Research ◽  
Education Students ◽  
Literacy Strategies ◽  
Biology Students

Results from focus groups with 23 second- and third-year biology students revealed gradual gains in information literacy (IL) abilities and dispositions needed for them to join the community of scientific practice as laid out in the ACRL Framework for Information Literacy for Higher Education. Students were consumers of information and not yet producers of information. They interacted often with primary research articles but struggled to use research tools effectively; remembered active learning vividly; and relied on video resources, Google, and discussions with peers and instructors to define terms and understand results. Findings support the value of collaboration between librarians and science faculty to incorporate IL skills in the process of scientific discovery.

(Inter)Active Learning Tools and Pedagogical Strategies in Educational Leadership Preparation

2020 ◽  
Vol 15 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Sara Dexter ◽  
Davis Clement ◽  
Daniel Moraguez ◽  
Ginger S. Watson
Keyword(s):  
Active Learning ◽  
Leadership Preparation ◽  
Learning Tools ◽  
Cognitive Demands ◽  
Pedagogical Tools ◽  
Pedagogical Strategies ◽  
Abstract Class ◽  
The Rich ◽  
Digital Simulations ◽  
Educational Leadership Preparation

This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.

scholarly journals Data-Driven Design as a Vehicle for BIM and Sustainability Education

Buildings ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. 103 ◽  
Author(s):  
John Benner ◽  
J. J. McArthur
Keyword(s):  
Critical Evaluation ◽  
Bloom's Taxonomy ◽  
Project Based Learning ◽  
Data Driven ◽  
Pedagogical Strategies ◽  
Advanced Level ◽  
Early Implementation ◽  
Bloom’S Taxonomy ◽  
Significant Research ◽  
High Degree

The development of BIM pedagogical strategies within the Architecture, Engineering, and Construction disciplines is a topic of significant research. Several approaches and theoretical lenses, such as Project-Based Learning, constructivist pedagogy, experiential learning, and Bloom’s Taxonomy have been applied to guide pedagogical education. This paper presents the development and evaluation of an approach integrating these four perspectives that was developed within an Architectural Science undergraduate program. A data-driven design project was incorporated into the curriculum to give students opportunities to engage with BIM-based simulation (cost and energy) to guide their design studio project development. The pedagogical approach is discussed, along with refinements to this project based on early implementation. Four years of data are analyzed, consisting of 1325 design iterations and student feedback on the project. A critical evaluation of the project determined that it was highly effective to engage students at an advanced level - level 4 (Analyze) of Bloom’s Taxonomy was consistently achieved (over 96% of students) and two thirds of students also engaged meaningfully at Level 5 (Evaluate; 67%) and/or 6 (Create; 8%) — while developing a high degree of competence in the use of BIM.

scholarly journals Assessing students’ ability to critically evaluate evidence in an inquiry-based undergraduate laboratory course

2017 ◽  
Vol 41 (1) ◽  
pp. 154-162
Author(s):  
Kay Colthorpe ◽  
Hyab Mehari Abraha ◽  
Kirsten Zimbardi ◽  
Louise Ainscough ◽  
Jereme G. Spiers ◽  
...  
Keyword(s):  
Undergraduate Research ◽  
Critical Evaluation ◽  
Scientific Research ◽  
Research Articles ◽  
Communication Processes ◽  
Primary Literature ◽  
Undergraduate Laboratory ◽  
Scientific Research Articles ◽  
Undergraduate Science ◽  
The Impact

The ability to critically evaluate and use evidence from one’s own work or from primary literature is invaluable to any researcher. These skills include the ability to identify strengths and weakness of primary literature, to gauge the impact of research findings on a field, to identify gaps in a field that require more research, and to contextualize findings within a field. This study developed a model to examine undergraduate science students’ abilities to critically evaluate and use evidence through an analysis of laboratory reports from control and experimental groups in nonresearch-aligned and research-aligned inquiry-based laboratory classes, respectively, and contrasted these with published scientific research articles. The reports analyzed ( n = 42) showed that students used evidence in a variety of ways, most often referring to literature indirectly, and least commonly highlighting limitations of literature. There were significant positive correlations between grade awarded and the use of references, evidence, and length, but there were no significant differences between control and experimental groups, so data were pooled. The use of evidence in scientific research articles ( n = 7) was similar to student reports except that expert authors were more likely to refer to their own results and cite more references. Analysis showed that students, by the completion of the second year of their undergraduate degree, had expertise approaching that of published authors. These findings demonstrate that it is possible to provide valuable broad-scale undergraduate research experiences to all students in a cohort, giving them exposure to the methods and communication processes of research as well as an opportunity to hone their critical evaluation skills.

Teaching research ethics as active learning: reading Venkatesh and Goffman as curriculum resources

2017 ◽  
Vol 20 (3) ◽  
pp. 243-253 ◽  
Author(s):  
Martin Tolich ◽  
Louisa Choe ◽  
Adam Doesburg ◽  
Amy Foster ◽  
Rachel Shaw ◽  
...  
Keyword(s):  
Active Learning ◽  
Research Ethics ◽  
Teaching Research
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