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240117s2018 xx |||||o 00| ||eng c |
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|a (DE-627)JST139358846
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|a (JST)44840509
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|a DE-627
|b ger
|c DE-627
|e rakwb
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|a eng
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| 100 |
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|a Swanson, Lauren
|e verfasserin
|4 aut
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|a Providing Opportunities for Argumentation in Science Exam Settings
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|c 2018
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|a Text
|b txt
|2 rdacontent
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|a This article explores undergraduates' efforts to engage in scientific argumentation during exam settings. Thirteen undergraduate students enrolled in an environmental science course completed exams with questions linked around a central theme. Three types of questions were used, including those that prompted students to construct scientific arguments. Structural questions asked students to define or describe foundational concepts, whereas functional questions targeted students' understanding of relationships between topics. Argumentative questions tasked students with applying their understanding of soil science to everyday situations, which connected to the course's overarching goals for student learning. Though each type of question was linked to a central theme (e.g., soil nutrient exchange), the questions prompted students to engage in different cognitive processes. Using linked questions provided a strong forum for students to showcase their level of understanding of soil science. Implications for using these types of questions in an exam setting are discussed.
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|a © 2018 National Science Teachers Association
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4 |
|a Biological sciences
|x Agriculture
|x Agricultural sciences
|x Agronomy
|x Soil science
|x Soils
|x Clay soils
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| 650 |
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4 |
|a Social sciences
|x Communications
|x Rhetoric
|x Discourse
|x Argumentation
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| 650 |
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4 |
|a Physical sciences
|x Earth sciences
|x Geology
|x Mineralogy
|x Minerals
|x Clays
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| 650 |
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4 |
|a Biological sciences
|x Agriculture
|x Agricultural sciences
|x Agronomy
|x Soil science
|x Pedology
|x Soil composition
|x Soil organic matter
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| 650 |
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4 |
|a Biological sciences
|x Agriculture
|x Agricultural sciences
|x Agronomy
|x Soil science
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| 650 |
|
4 |
|a Biological sciences
|x Agriculture
|x Agricultural sciences
|x Agrology
|x Soil chemistry
|x Soil nutrients
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| 650 |
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4 |
|a Behavioral sciences
|x Psychology
|x Cognitive psychology
|x Cognitive processes
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| 650 |
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4 |
|a Physical sciences
|x Earth sciences
|x Geology
|x Mineralogy
|x Minerals
|x Silicate minerals
|x Clay minerals
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| 650 |
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4 |
|a Physical sciences
|x Earth sciences
|x Geology
|x Mineralogy
|x Minerals
|x Clays
|x Vermiculite
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| 650 |
|
4 |
|a Biological sciences
|x Agriculture
|x Agricultural sciences
|x Agronomy
|x Soil science
|x Soils
|x Organic soils
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| 655 |
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4 |
|a research-article
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| 700 |
1 |
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|a Solorza, Ruben
|e verfasserin
|4 aut
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| 700 |
1 |
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|a Fissore, Cinzia
|e verfasserin
|4 aut
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| 773 |
0 |
8 |
|i Enthalten in
|t Journal of College Science Teaching
|d National Science Teachers Association
|g 47(2018), 3, Seite 25-30
|w (DE-627)34134513X
|w (DE-600)2067224-X
|x 19434898
|7 nnns
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| 773 |
1 |
8 |
|g volume:47
|g year:2018
|g number:3
|g pages:25-30
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|u https://www.jstor.org/stable/44840509
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|d 47
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|h 25-30
|