Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items

2021 ◽  
Author(s):  
Jacky M Deng ◽  
Alison B. Flynn
Keyword(s):  
Organic Chemistry ◽  
Scientific Reasoning ◽  
Global Challenges ◽  
The World ◽  
Support Students

In a world facing complex global challenges, citizens around the world need to be able to engage in scientific reasoning and argumentation supported by evidence. Chemistry educators can support students...

Reasoning, Granularity, and Comparisons: A Unit-Based Method for Characterizing Students’ Arguments on Chemistry Assessments

2020 ◽  
Author(s):  
Jacky M. Deng ◽  
Alison Flynn
Keyword(s):  
Organic Chemistry ◽  
Reaction Mechanisms ◽  
Scoring System ◽  
Scientific Evidence ◽  
Three Dimensions ◽  
Science Classrooms ◽  
Global Challenges ◽  
The World

<p>In a world facing complex global challenges, citizens around the world need to be able to engage in argumentation supported by scientific evidence and reasoning. In order for coming generations to have proficiency in this skill, students must be provided opportunities to develop and demonstrate argumentation science classrooms, including on assessments. For example, students can be provided with assessment items that explicitly ask them to reason from evidence. Alongside these assessment items, researchers and educators need methods to evaluate students’ written arguments. In this study, we present a unit-based method for characterising students’ arguments on chemistry assessments. This unit-based method identifies units (links, concepts, comparisons) within one’s argument, and uses these units to evaluate an argument based on three dimensions: reasoning, granularity, and comparisons. To demonstrate this method, we report our findings from using it evaluate two different organic chemistry questions: (1) justifying why one of three bases would drive an equilibrium towards products (<i>N </i>= 170), and (2) justifying why one of two reaction mechanisms is more plausible (<i>N</i> = 122). Lastly, to translate the method into a rubric for educators, we compare a scoring system based on the unit-based method against a traditional scoring system. As well, we report our findings from interviews with educators (<i>N</i> = 4) to invite their feedback on the rubric and its dimensions.</p>

Reasoning, granularity, and comparisons in students’ arguments on two organic chemistry items

2021 ◽  
Author(s):  
Jacky M. Deng ◽  
Alison B. Flynn
Keyword(s):  
Organic Chemistry ◽  
Scientific Reasoning ◽  
Relational Reasoning ◽  
Acid Base ◽  
Final Exam ◽  
Content Areas ◽  
Acid Base Equilibrium ◽  
Different Content ◽  
Support Students ◽  
Made In

<div><div><p>In a world facing complex global challenges, citizens around the world need to be able to engage in scientific reasoning and argumentation supported by evidence. Chemistry educators can support students in developing these skills by providing opportunities to justify how and why phenomena occur, including on assessments. However, little is known about how students’ arguments vary in different content areas and how their arguments might change between tasks. In this work, we investigated the reasoning, granularity, and comparisons made in students’ arguments in organic chemistry exam questions. The first question asked them to decide and justify which of three bases could drive an acid–base equilibrium to products (Q1, <i>N </i>= 170). The majority of arguments exhibited relational reasoning, relied on phenomenological concepts, and explicitly compared between possible claims. We then compared the arguments from Q1 with arguments from a second question on the same final exam: deciding and justifying which of two reaction mechanisms was more plausible (Q2, <i>N</i> = 159). The arguments in the two questions differed in terms of their reasoning, granularity, and comparisons. We discuss how course expectations related to the two questions may have contributed to these differences, as well as how educators might use these findings to further support students’ argumentation skill development in their courses.</p></div><p></p></div><p></p>

scholarly journals Reasoning, Granularity, and Comparisons: A Unit-Based Method for Characterizing Students’ Arguments on Chemistry Assessments

2020 ◽  
Author(s):  
Jacky M. Deng ◽  
Alison Flynn
Keyword(s):  
Organic Chemistry ◽  
Reaction Mechanisms ◽  
Scoring System ◽  
Scientific Evidence ◽  
Three Dimensions ◽  
Science Classrooms ◽  
Global Challenges ◽  
The World

<p>In a world facing complex global challenges, citizens around the world need to be able to engage in argumentation supported by scientific evidence and reasoning. In order for coming generations to have proficiency in this skill, students must be provided opportunities to develop and demonstrate argumentation science classrooms, including on assessments. For example, students can be provided with assessment items that explicitly ask them to reason from evidence. Alongside these assessment items, researchers and educators need methods to evaluate students’ written arguments. In this study, we present a unit-based method for characterising students’ arguments on chemistry assessments. This unit-based method identifies units (links, concepts, comparisons) within one’s argument, and uses these units to evaluate an argument based on three dimensions: reasoning, granularity, and comparisons. To demonstrate this method, we report our findings from using it evaluate two different organic chemistry questions: (1) justifying why one of three bases would drive an equilibrium towards products (<i>N </i>= 170), and (2) justifying why one of two reaction mechanisms is more plausible (<i>N</i> = 122). Lastly, to translate the method into a rubric for educators, we compare a scoring system based on the unit-based method against a traditional scoring system. As well, we report our findings from interviews with educators (<i>N</i> = 4) to invite their feedback on the rubric and its dimensions.</p>

scholarly journals READING AS A MEANS OF ACTIVATING THE PUPILS

2021 ◽  
pp. 97-104
Author(s):  
Viera LAGEROVÁ
Keyword(s):  
Literary Work ◽  
Book Reading ◽  
Reading Literacy ◽  
Active Engagement ◽  
School Teachers ◽  
Primary School Teachers ◽  
Children And Young People ◽  
The World ◽  
Support Students

Activation of pupils is an essential part of the teaching process within our schools. In this endeavour, teachers are not always successful, but in prevalent cases they are able to support students and pupils to read the offered work, which might not correspond with their area of interests by using various methods and approaches, and thus gradually broaden their horizons of their perception of the world around. To support the reading during the tuition, we may use variety of activation and motivation methods that shift teaching into the phase of an active engagement of pupils into the class work and beyond. Through a discussion, establishing of a problem or a possibility of alternating a literary work, or maybe other forms of work, a pupil moves from a role of a passive recipient of a piece of information to an active participant in the teachinglearning process. By this approach, not only the reading literacy is developed, but the communication and cooperation skills as well. Gestion to reading should be a priority especially for primary school teachers at the first degree. By their work (especially by an active differentiation) and their overview in the field of children´s literature, they can positively align their pupils in choosing a suitable book. Reading is the best way how to non-violently shape and positively influence the psychological and aesthetical development of children and young people.

Bacon’s Novum organum

2021 ◽  
Vol 58 (3) ◽  
pp. 38-46
Author(s):  
Elodie Cassan ◽  
Keyword(s):  
Early Modern ◽  
Scientific Reasoning ◽  
Natural Philosophy ◽  
Early Modern Period ◽  
Direct Access ◽  
Modern Period ◽  
The World ◽  
Two Sides ◽  
The Way

Dan Garber’s paper provides materials permitting to reply to an objection frequently made to the idea that the Novum Organum is a book of logic, as the allusion to Aristotle’s Organon included in the very title of this book shows it is. How can Bacon actually build a logic, considering his repeated claims that he desires to base natural philosophy directly on observation and experiment? Garber shows that in the Novum Organum access to experience is always mediated by particular questions and settings. If there is no direct access to observation and experience, then there is no point in equating Bacon’s focus on experience in the Novum Organum with a rejection of discursive issues. On the contrary, these are two sides of the same coin. Bacon’s articulation of rules for the building of scientific reasoning in connection with the way the world is, illustrates his massive concern with the relation between reality, thinking and language. This concern is essential in the field of logic as it is constructed in the Early Modern period.

The 3M Company

2017 ◽  
pp. 185-318
Keyword(s):  
Water Management ◽  
Health Care ◽  
Energy Efficiency ◽  
Patient Safety ◽  
Social Sustainability ◽  
Gas Emissions ◽  
Diverse Workforce ◽  
Global Challenges ◽  
The World ◽  
Environmental Goals

This chapter has a purpose to acknowledge 3M's greatest opportunity to overcome sustainability and transparency challenges which lies within innovation and collaboration. As a science company, 3M partners with its customers and communities to make the world cleaner, safer and stronger. Starting with technology and working toward the improvement of every life on the planet allows the company to think holistically about addressing global challenges. With an eye toward the future, 3M launched their 2025 sustainability goals. These goals range from investing in sustainable materials and energy efficiency to water management and helping the customers reduce their greenhouse gas emissions through the use of 3M products. 3M has also set goals around building a diverse workforce and worker and patient safety in health care and industrial settings. 3M continues to invest in developing products that help its customers reach their environmental goals, as well as increasing its social sustainability efforts.

Integrating Scientific Modeling and Socio-Scientific Reasoning to Promote Scientific Literacy

2021 ◽  
pp. 31-54
Author(s):  
Julie Keane ◽  
Laura A. Zangori ◽  
Troy D. Sadler ◽  
Patricia J. Friedrichsen
Keyword(s):  
Elementary Students ◽  
Scientific Literacy ◽  
Scientific Reasoning ◽  
Social Implications ◽  
Scientific Modeling ◽  
Disciplinary Knowledge ◽  
Daily Lives ◽  
Modeling Practice ◽  
Based Instruction ◽  
Support Students

Socio-scientific issues (SSI) are widely advocated as a productive context for promoting scientific literacy that aims to prepare responsible citizens who can use science in their daily lives. However, many teachers find it challenging to enact SSI and consider SSI and discipline-based instruction as mutually exclusive approaches to science teaching. In this chapter, the authors present their framework for SSI instruction, socio-scientific issue and model-based learning (SIMBL), that emphasizes both disciplinary knowledge and its social implications. In particular, the authors argue that the integration of scientific modeling and socio-scientific reasoning (SSR) can advance students' competencies in both areas, thus promoting students' scientific literacy. The authors use an illustrative example from their work with elementary students to demonstrate the connection between students' modeling practice and their SSR. The authors conclude the chapter by introducing the epistemic tools developed to support students' modeling practice and SSR as well as implications for classroom enactments.

Rising Global Challenges in Energy Demand and the Politics of Climate Change in Government Operations

2021 ◽  
pp. 242-263
Author(s):  
Sharon Nanyongo Njie ◽  
Ikedinachi Ayodele Power Wogu ◽  
Uchenna Kingsley Ogbuehi ◽  
Sanjay Misra ◽  
Oluwakemi Deborah Udoh
Keyword(s):  
Climate Change ◽  
Interest Groups ◽  
Energy Demand ◽  
Living Conditions ◽  
Energy Sources ◽  
Global Energy ◽  
Global Challenges ◽  
Industrialized Nations ◽  
Global Demand ◽  
The World

While most governments subscribe to boosting global energy supplies since it paves the way for improved economies, which translates to better living conditions and gainful employments which in turn boost government operations, the rising global demand for energy from all human endeavors have activated unparalleled consequences on the environment, resulting to harmful repercussions for government operations and processes all over the world. Hence, scholars argue that the rising demand for global energy by industrialized nations have further increased the vulnerability of governments' operations and processes, especially in countries where these energy sources abound. Consequently, governments, multinationals, and various interest groups are divided on how best to address the quandaries resulting from rising global demand for energy and its effect on the environment and government operations. Recommendations that would enhance government operations were proposed.

Sign in / Sign up

Export Citation Format

Share Document