Reading and synthesising science texts using a scientific argumentation model by undergraduate biology students

Published on Oct 20, 2019in International Journal of Science Education
· DOI :10.1080/09500693.2019.1675197
Annelotte Lammers (UG: University of Groningen), Martin Goedhart12
Estimated H-index: 12
(UG: University of Groningen),
Lucy Avraamidou14
Estimated H-index: 14
(UG: University of Groningen)
ABSTRACTThis study reports about biology undergraduates’ writing in a course with genre-based writing instruction. The students read, analyse and synthesise research articles using the Scientific A...
  • References (55)
  • Citations (0)
📖 Papers frequently viewed together
5 Citations
17 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
#1L. Van OckenburgH-Index: 1
#2D. Van WeijenH-Index: 1
Last. Gert RijlaarsdamH-Index: 23
view all 3 authors...
This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c)...
2 CitationsSource
#1Alister Cumming (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#2Conttia Lai (OISE/UT: Ontario Institute for Studies in Education)H-Index: 2
Last. Hyeyoon Cho (OISE/UT: Ontario Institute for Studies in Education)H-Index: 2
view all 3 authors...
Abstract Educators have long recognized that a major challenge for students learning to write for academic purposes is developing the ability to integrate source material effectively and appropriately into written compositions. To identify and evaluate the current state of empirical evidence, we conducted a systematic synthesis of the published research that has investigated writing from sources systematically from a variety of analytic perspectives, in first and second languages, and in diverse...
26 CitationsSource
#1William Grabe (NAU: Northern Arizona University)H-Index: 20
#2Cui Zhang (EKU: Eastern Kentucky University)H-Index: 2
Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing re...
5 CitationsSource
#1Edwin van Lacum (UvA: University of Amsterdam)H-Index: 4
#2Marcellinus Koeneman (UG: University of Groningen)H-Index: 1
Last. Maarten Goedhart (UG: University of Groningen)H-Index: 1
view all 4 authors...
Research articles are the typical means scientists use for publishing their scientific results. Therefore, it is important that science students acquire genre knowledge about research articles. This will not only help them with reading science texts but will also provide them with knowledge about the way scientists obtain scientific findings. However, studies have shown that students have difficulties with reading original scientific texts. To support students in acquiring this skill, we have de...
3 CitationsSource
#1Fabienne C. Fiesel (Mayo Clinic)H-Index: 21
#2Maya Ando (Mayo Clinic)H-Index: 9
Last. Wolfdieter Springer (Mayo Clinic)H-Index: 21
view all 20 authors...
Mutations in PINK1 and PARKIN cause recessive, early‐onset Parkinson's disease (PD). Together, these two proteins orchestrate a protective mitophagic response that ensures the safe disposal of damaged mitochondria. The kinase PINK1 phosphorylates ubiquitin (Ub) at the conserved residue S65, in addition to modifying the E3 ubiquitin ligase Parkin. The structural and functional consequences of Ub phosphorylation (pS65‐Ub) have already been suggested from in vitro experiments, but its (patho‐)physi...
52 CitationsSource
#1Anat YardenH-Index: 25
#2Stephen P. NorrisH-Index: 7
Last. Linda M. PhillipsH-Index: 20
view all 3 authors...
7 CitationsSource
#1Edwin van Lacum (UvA: University of Amsterdam)H-Index: 4
#2Miriam Ossevoort (UG: University of Groningen)H-Index: 14
Last. Martin Goedhart (UvA: University of Amsterdam)H-Index: 12
view all 3 authors...
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 ...
11 CitationsSource
#1Fumika KoyanoH-Index: 10
#2Kei OkatsuH-Index: 13
Last. Noriyuki MatsudaH-Index: 22
view all 16 authors...
Ubiquitin, known for its role in post-translational modification of other proteins, undergoes post-translational modification itself; after a decrease in mitochondrial membrane potential, the kinase enzyme PINK1 phosphorylates ubiquitin at Ser 65, and the phosphorylated ubiquitin then interacts with ubiquitin ligase (E3) enzyme parkin, which is also phosphorylated by PINK1, and this process is sufficient for full activation of parkin enzymatic activity.
559 CitationsSource
#1Christine M. TardyH-Index: 17
#2John M. SwalesH-Index: 2
66 CitationsSource
#1Ruth J. Cronje (UWEC: University of Wisconsin–Eau Claire)H-Index: 8
#2Kelly Murray (UWEC: University of Wisconsin–Eau Claire)H-Index: 1
Last. Todd Wellnitz (UWEC: University of Wisconsin–Eau Claire)H-Index: 17
view all 4 authors...
Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n = 51 students) with another three sections serving as a control (n = 47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters u...
14 CitationsSource
Cited By0