Using oral assessment tasks to guide the development of scientific reasoning skills in undergraduate science students

Colthorpe, Kay L., Farrand-Zimbardi, Kirsten and Kibedi, Judit (2010). Using oral assessment tasks to guide the development of scientific reasoning skills in undergraduate science students. In: 2010 Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2010), Liverpool, U.K., (). 19 - 22 October 2010.

Author Colthorpe, Kay L.
Farrand-Zimbardi, Kirsten
Kibedi, Judit
Title of paper Using oral assessment tasks to guide the development of scientific reasoning skills in undergraduate science students
Conference name 2010 Annual Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2010)
Conference location Liverpool, U.K.
Conference dates 19 - 22 October 2010
Publication Year 2010
Sub-type Oral presentation
Language eng
Abstract/Summary The acquisition and development of the core skills required to ‘think like scientists’ is an increasingly desirable attribute for undergraduate science students (Boyer Report, 1998, Dunbar and Fugelsang 2006). Investigation of the daily workings of scientific researchers “in vivo” has shown that these primary skills include the ability to demonstrate robust, evidence-based reasoning, articulated both in a written format and through oral communication (Dunbar, 1995). Inquiry-based classes provide a platform to direct student learning gains toward the development and retention of these core scientific skills, as well as gains in content knowledge (Kuhn, 2005). However, as Kuhn (2005) has demonstrated, inquiry-based classes can still fail to help students develop critical reasoning skills, if the assessment tasks value only students’ gains in content knowledge. By placing the emphasis of assessment on the ability to critically and insightfully reason, facilitators are also aiming to highlight the value of developing this skill to students (Biggs, 1999). This project will evaluate the assessment practices implemented in two courses with vertically integrated inquiry curricula, as a vehicle for focusing undergraduate science students on the development of their scientific reasoning skills.
Keyword Inquiry-based learning
Scientific Reasoning
Oral assessment
argumentation
Q-Index Code EX
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Conference Paper
Collection: School of Biomedical Sciences Publications
 
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Created: Mon, 24 Oct 2011, 09:46:26 EST by Dr Kirsten Zimbardi on behalf of School of Biomedical Sciences