Argumentation and Processing Knowledge in Open-Ended Assignment Tasks: Challenges and Accomplishments among Pharmacy Students

Autor/inn/en	Hyytinen, Heidi; Siven, Mia; Salminen, Outi; Katajavuori, Nina
Titel	Argumentation and Processing Knowledge in Open-Ended Assignment Tasks: Challenges and Accomplishments among Pharmacy Students
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 6, S.37-51, Artikel 4 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Pharmaceutical Education; Persuasive Discourse; Cognitive Processes; Assignments; Task Analysis; Content Analysis; Learning Processes; Teaching Methods; Student Attitudes; Masters Programs; Graduate Students; Foreign Countries; Pharmacy; Biochemistry; Drug Therapy; Finland + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Cognitive process; Kognitiver Prozess; Assignment; Auftrag; Zuweisung; Aufgabenanalyse; Inhaltsanalyse; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Apotheke; Biochemie; Finnland
Abstract	Students in higher education have been shown to have difficulties in developing their critical thinking skills, such as analysis and problem solving, reasoning and argumentation. Open-ended tasks offer opportunities for students to develop their own interpretations of various sources, to critically analyse domain-specific knowledge and utilize that knowledge in their argumentation. This study focuses on the ability of new Master's students (n=37) to utilize pharmaceutical knowledge from different sources in producing written arguments and counter-arguments in the context of open-ended assignment task. The data were analysed by qualitative content analysis. The results showed that there was substantial variation in how students analysed and processed pharmaceutical knowledge as well as how they utilized that knowledge in their argumentation. While some students were able to provide comprehensive analysis of the different sources, others superficially analysed and processed the sources and struggled to generate convincing arguments. Students' written responses were typically one-sided: only a few students provided counter-arguments associated with the pharmaceutical problem-solving situation presented in the task. Understanding the nature of the challenges in argumentation and knowledge processing encountered by pharmacy students can help pharmacy educators to modify their pedagogical practices to better support students' learning. [The page range (37-53) noted on the .pdf is incorrect. The correct page range is p37-51.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01