A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles

Autor/inn/en	Van Lacum, Edwin B.; Ossevoort, Miriam A.; Goedhart, Martin J.
Titel	A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles
Quelle	In: CBE - Life Sciences Education, 13 (2014) 2, S.253-264 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	doi:10.1187/cbe.13-06-0110
Schlagwörter	Undergraduate Students; Teaching Methods; Reading Motivation; Journal Articles; Educational Strategies; Reading Ability; Persuasive Discourse; Biological Sciences; College Freshmen; Pretests Posttests; Research Reports; Rhetorical Invention; Program Descriptions; Assignments; Tutorial Programs; Homework; Reading Habits; Course Evaluation; Participant Satisfaction; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesemotivation; Journal article; Zeitschriftenaufsatz; Lehrstrategie; Reading competence; Lesekompetenz; Persuasion; Persuasive Kommunikation; Abwasserbiologie; Studienanfänger; Research report; Forschungsbericht; Assignment; Auftrag; Zuweisung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Hausaufgabe; Reading habit; Lesegewohnheit; Ausland; Niederlande
Abstract	The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach--based on the work done in the field of genre analysis and argumentation theory--means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10